CRITICAL SUCCESS FACTORS IN

INCLUSIVE EDUCATION
 SUPPORT SERVICES

• EQUIPTMENT
• INFRASTRUCTURE
• SOCIETY
• PERSONNEL
 COLLABORATIVE SUPPORT SERVICES BY
GOVERNMENT AND NON – GOVERNMENTAL BODIES

• Support services for special needs can be seen as the support given by
individuals or any agencies which have the expertise .
• The aims are:
• Working towards providing quality services under the principles of
inclusive education.
• Encouraging cooperation and collaboration from different agency of
multiple disciplines.
• Providing facilities which are accessible by all e.g in schools or any
organisation for everyone’s benefit.
• The conducive environment which can
maximise CWSN’s involvement in any
activity: in or outside the education
organisation.
• Unlimited access for CWSN to be with the
mainstream students by giving them the
equal opportunity to be educated.
 EQUIPMENT

•Support from individuals and agencies

in providing the relevant equipment for
the CWSN is crucial in determining the
effectiveness of IE
• Braille machine, magnifying glasses, augmentative and
alternative communication (AAC), audiology room, low
vision room, occupational therapy room, physiotherapy
room, psychology room, multi-sensory room, common
rehab corner, wheel chairs and toy library.
• Teaching aids with the element of ICT , manipulative
materials, outdoor games and facilities, audio visual
equipment will help teachers in motivating CWSN.
• Conducive environment for CWSN in the main stream
classes. E.g the height of the tables and chairs.
 COMPREHENSIVE AND SUITABLE FACILITIES WITH
DISABLED FRIENDLY ENVIRONMENT

• Ramp, railing, toilets for disabled persons, covered drains,

classes on ground floor.
• Layout of the furniture in the classrooms (physical facilities)
• Safety aspect is the main priority.
• Assist teachers to give equal focus on every student to ensure
the effectiveness of T&L
 PUSAT PERKHIDMATAN PENDIDIKAN KHAS (3PK)
SUPPORT SERVICES:
• Provide advice to admin, teachers, parents and communities.
• Provide an officer to assist students for support and
adaptation.
• Provide advice and suggestions on equipment needed by the
students to facilitate and maximize T & L.
• Organize planned and integrated intervention program to
improve CWSN development.
• Provide wheel chairs (if necessary)
 SOCIETY
- THE ROLES OF SOCIETY CAN INFLUENCE THE SUCCESS OF
IE

• Schools, teachers, parents and local community should avoid

negative connotation towards CWSN
• Full support from all parents is crucial to ensure the inclusive
school culture.
• Networking between school, teachers, parents and community
is important
• Schools will be more confident to be the representatives in
providing the services in terms of advice, support and
expertise.
• Teachers are important in ensuring the success of i.e –
social responsibilities and the acceptance that each child is
unique and different and can be taught in ie classrooms.
• Teachers’ attitude towards CWSN can influence other
students ‘ acceptance and readiness in the success of i.e.
• School admins. Are equally important to carry the
responsibilities of implementing IE
• Schools should provide space and opportunities for the
local community and school staff to design suitable
activities in promoting the IE culture e.g ‘gotong royong,
free transport to clinics or hospitals, talks, camping etc.
• Societal awareness activities are needed to increase the
awareness which provide benefits to the success of IE
PERSONNEL
 THE ROLES OF KNOWLEDGEABLE PEOPLE FROM
MULTIPLE DISCIPLINES ABOUT SNS.

• These personnel can share info, knowledge and skills between

schools and parents to develop CWSN potentials.
• eg. Ophthalmologist, pediatrician, counsellors, audiologist,
speech pathologist, peripatetic, physiotherapist, occupational
therapist, educational and/or clinical psychologist.
• CWSN teachers and other teachers are important personnel in
the success of IE to share CWSN interest, potential and ability.
 SERVICES PROVIDED:

• Audiology, individual/group speech therapy,

hearing aids and braille maintenance, low vision
and mobility orientation, physiotherapy,
occupational therapy, psychology, itinerant
service, ear-mould construction/production
 NON-GOVERNMENT BODIES

a. Persatuan Kebangsaan Pekak Malaysia

b. Persatuan Kanak-kanak Cacat Akal Selangor
Dan Wilayah Persekutuan
c. Institut Pembangunan Kanak-kanak Dan
Keluarga NURY.
d. CLAPAM (Cleft Lip And Palate Association
Of Malaysia
• The Ministry of Education created a smart partnership by
working together with the NGOs and the corporate
sectors in order to provide a wider spectrum of educational
facilities and expertise for the development and refining quality
in the delivery of education for special needs students.
These so-called ‘social resources’ are also needed in the
form of seminars sponsorship and also in organizing short
courses for teachers as well as for parents and students
concerned. On the other hand, any form of cooperation
given by other non–government organization is greatly
welcomed and appreciated
• In ensuring a positive working partnership between the NGOs and the
Ministry of Education, a technical working committee known as the
technical working committee for the education for hearing impaired, the
technical working committee for the education for visually impaired and the
technical working committee for the education for learning disabled meet
separately to discuss issues to be brought upon the national board of
advisory for special education which is set up to discuss issues pertaining
to the for all categories of disabilities under the responsibility of the ministry. The
national board committee is chaired by the Director General of Education
Malaysia. Members of the board committee comprise of officials from
various government agencies, official of NGOs, and academician from
various universities. Proposals and resolutions regarding the policy matters are
then presented to the education planning committee meeting (EPU) which
is chaired by the honorable minister of education. Decision made during the
meeting will be the foundation for new policies in special education.
• Corporate bodies are also involved in providing resources,
collaboration and contribution to the special children under the
ministry of education. They are the Royal Rotary Club Kuala
Lumpur that donates hearing aids and learning aids to all
categories of children with special needs. The Media Prima Berhad
which is the main broadcasting agency in Malaysia, provides
publicity and news coverage, other corporate organization such as the
Sunway Medical (private hospital), speech training unit under the
National University Of Malaysia and the Science University Of
Malaysia that provides support and teacher training programs.
Other huge corporate contributors are the Tenaga National foundation
(government lead conglomerate) and the Proctor & Gamble Company.
• KIWANIS DOWN SYNDROME FOUNDATION helps in the
training of down syndrome students to master the life skills. the
Ministry Of Education can collaborate with the foundation to
give support to the down syndrome students in schools to
ensure that they are equipped with basic education skills
before being placed in the government schools. the foundation
also helps the parents of down syndrome students to
overcome the challenges that they encounter through ongoing
group discussions and related activities as part of the school
programmes for the inclusive learners.
• THE NATIONAL AUTISM SOCIETY OF MALAYSIA observes
and protects autistic children and provides services to detect
autism and appropriate intervention programmes for autistic
children so that they can adapt themselves to their
surroundings. this NGO also disseminates information on
related support services, parental care and advice services.
the national autism society of Malaysia has the expertise and
experience with autistic children. thus the MOE can invite
these experts to give tasks to the schools and parents so that
they have a better understanding on how to deal with autistic
children.
• THE DEVELOPMENT ORGANIZATION FOR
THE BLIND MALAYSIA (PPOBM) carries out
the activities for the detection of blind children.
they also plan appropriate intervention for the
blind children. Besides that the organization
provides advice services for the parents and
family members of the respective blind
individuals