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THE DIVERSE NEEDS OF
CHILDREN IN MALAYSIA
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Course outline
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Who are they?
All children exhibit differences from one another in terms of their physical
attributes (e.g., some are shorter, some are stronger) learning abilities (e.g., some
learn quickly and are able to remember and use what they have learned in new
situations; others need repeated practice and have difficulty maintaining and
generalizing new knowledge and skills).
The differences among most children are relatively small, enabling these children
to benefit from the general education program. The physical attributes and/orlearning abilities of some children
differ from the norm (either below or above) to such an extent that they require
an individualized program of special education and related services to fully
benefit from education
Diverse learners /exceptional children includes children who experience
difficulties in learning as well as those whose performance is so superior that
modifications in curriculum and instruction are necessary to help them fulfil their
potential.
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impairment, disability, handicap and at risk
Impairment refers to the loss or reduced function of a particular body part or
organ (e.g., a missing limb).
A disability exists when an impairment limits a persons ability to perform certain
tasks (e.g., walk, see, add a row of numbers) in the same way that most persons
do. A person with a disability is not handicapped, however, unless the disability
leads to educational, personal, social, vocational, or other problems
Handicap refers to a problem or a disadvantage that a person with a disability or
an impairment encounters when interacting with the environment
At riskrefers to children who, although not currently identified as having a
disability, are considered to have a greater-than-usual chance of developing one.- often applied to infants and pre-schoolers who, because of conditions
surrounding their births or home environments, may be expected to experience
developmental problems at a later time.
-also refer to students who are experiencing learning problems in the regular
classroom and are therefore at risk of school failure or of being identified for
special education services.
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Diversity is an apart of the nature of the human species,
and students are and always have been different from
one another in a variety of ways(Banks et al., 2005)
Why diverse?
Gender
Religion
Disability Family back ground
Citizenship
Low self esteem
Introvert Unsocialise
Lack of confidence
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DIVERSITY IN MALAYSIA SCHOOLS:
Uniformity continues to dominate our school practices.
Most schools still function as if all students were thesame:
use the same textbooks and the same materials for learning.
work at the same pace on the same quantity of learning
material
study the same content and work through the same
curriculum on the same schedule
Teachers talk with whole groups of students, delivering the
same information at the same time to everyone
schools conduct the same examinations for all to measure the
success of the learning.
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Malaysia: Policies
Every student benefits from an outstanding teacher
and an engaging learning experience.
Every student and teacher deserves to be treatedwith respect.
Every student should have an opportunity to reach
his or her individual optimum potential.
Every student should master specific basic
knowledge skills.
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Why is knowledge to deal with diverse
groups of students such an important
element in teaching?
Teachers have always needed to address the
diverse learning needs of their students
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Education for diverse learners in Malaysia is also developed actively with
various programmes to strengthen national integration
To attract more students from all ethnic background to enrol in NationalSchools, several initiatives have been taken towards achieving the
concept of Unity in Diversity.
These include:
i. opportunity to learn other languages for communication such as Arabic,Chinese and Tamil.
ii. The expansion of the pre-school programme by increasing the
number of pre-school classes in all National Schools especially in the
interior and remote areas, applying the National Pre-school
Curriculum, including ensuring that children with special needs receive
pre-school education.
iii. LINUS were introduced in 2011 to ensure that after 3 years in scholl,
students can read and write Pupils with learning disabilities will attend
remedial classes
iv. sufficient number of remedial teachers provided to all primary schools
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v. Cluster Schools
refers to the selected schools which have the potential to be
excellent in their respective clusters and to fulfill the prerequisitesset by the Ministry of Education (MoE) Malaysia.
Presently there are 120 schools from 9,943 schools in Malaysia
In the selection process, the cluster schools are assessed andevaluated based on their excellence in respective clusters as follows:
Primary Schools
Secondary Schools
Special Education Primary and Secondary Schools
International Schools and Private Schools.
Matriculation Colleges and Institutes for Teachers Education
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Cluster Schools
The establishment of CSEs in Malaysia was
aimed to cater to the diverse needs of students,
particularly their abilities and talents, in order to
provide the best teaching and learning process
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INCLUSION CLASSROOMS
- placement of many students with disabilities in regular
education classrooms
What do inclusion classrooms look like?
All students learn different things in different ways at different rates. Following are
classroom strategies based on the theory of differentiated instruction.
Use small-group discussion, cooperative learning groups and learning teams.
Involve students in decisions about their learning.
Match skill mastery with each students goals and needs.
Change instructional groups and methods frequently.
Evaluate progress while involving students and provide intrinsic rewards.
Arrange the classroom to facilitate student exploration and self-direction.
Use activities such as role-playing, drawing, learning centres, computerized
instruction, problem-solving, story-writing, building models and peer learning
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Students cultural and family background and
socioeconomic level affect his or her learning.
The context in which he or she grows and develops hasan important impact on learning.
Learners bring their own individual approach or styles,
talents and interests to the learning situation.
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DisabilityOne of the main groups under diverse learner is children with
special needs.
i. hearing impairments
ii. visual impairments
iii. learning disabilities
Categories of students with learning disabilities
i. Downs Syndrome
ii. Mild Autistic Tendency (Autism)
iii. Dyslecsia
iv. Epylepsy
v. Attention Deficit and Hyperactive Disorder (ADHD)
vi. Minimal Mental Retardation
vii. Specific Learning Difficulties
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SELF
ACTUALIZATION
ESTEEM NEEDS
BELONGINGNESS AND
LOVE NEEDS
BASIC NEEDS
Achieving ones full potential
- Creative
- self fulfilment needs
Prestige & feeling of
accomplishment
Intimate relationship
& friends
Food, water,
warmth, rest
MASLOW HIERARCHY
OF NEEDS
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Responding to pupilsdiverse learning needs
When planning, teachers should set high expectations
and provide opportunities for all pupils to achieve,
including:
boys and girls
pupils with special educational needs pupils from all social and cultural backgrounds
pupils from different ethnic groups
Travellers
Refugees asylum seekers
those from diverse linguistic backgrounds
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Teachers need to be aware that pupils bring to
school different experiences, interests and
strengths which will influence the way in which
they learn.
Teachers should plan their approaches to teaching
and learning so that pupils can take part in lessons
fully and effectively.
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Teachers should take specific action to respond to
pupils diverse needs by:
creating effective learning environments
securing their motivation and concentration
providing equality of opportunity through
teaching approaches
using appropriate assessment approaches
setting targets for learning
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Teachers need to ensure that all students are
appropriately engaged, challenged and extended by
designing classroom activities that meet the diverselearning needs of their students.
Students with diverse learning needs are those
who:
require support with learning due to disability
require learning support - gifted
are learning English as an additional language ordialect- refugees / citizenship
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Issue:
Meeting the Diverse Needs of Young Children
receiving increased numbers of children with
disabilities or developmental delays increase in racial, ethnic, and cultural diversity
teachers SHOULD create classrooms that are
responsive to the diverse needs of all children.
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RESPONDING TO STUDENT DIVERSITY
General Principles
Treat students as individuals whose identities are complex and unique.
For example, use open-ended questions - of their experiences or observations
without calling on a student to speak for his or her race/gender/culture. Also,
learning to pronounce all of the names correctly shows respect for variedbackgrounds.
Encourage full participation while being aware of differences which may
influence students' responses.
For example, make eye contact with everyone, increase wait time to includeless assertive and/or more reflective students, ask questions that draw out
quieter participants or challenge dominant students in small groups, or talk
with students outside of class to provide encouragement.
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RESPONDING TO STUDENT DIVERSITY
Vary teaching methods to take advantage of different learning styles and to
expand the repertoire of strategies tried by each student.
For example, foster peer relationships with in-class collaboration, include
concrete examples whenever possible, use visual or dramatic presentations, or
value personal knowledge and experience when students share it.
Promote a respectful classroom climate with egalitarian norms andacceptance of differences.
For example, encourage student projects involving diverse perspectives, discuss
guidelines or "ground rules" for good participation, and monitor language use
for implicit assumptions, exclusions, or overgeneralizations.
Beware of possible student anxiety about their performance in a
competitive environment but try not to "overprotect."
All students - including those whose personal or cultural histories may include
being a target of stereotypes and discrimination - need straightforward
comments on their work delivered with tact and empathy, and early feedback so
that they can change their learning strategies or get help if needed.
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Avoiding Common Problems
Avoid highly idiomatic English.Idioms are especially confusing for non-native speakers or any student who
may have been raised in another country or another region of the
Malaysia.
Provide some linguistic redundancy.Particularly non-native speakers, benefit from both seeing and hearing
language
Use diverse examples rather than ones which assume a particular
background or experience.Make sure you aren't consistently assuming all your students share that
experience. For example, notice when many of your examples are based on
cultural or regional knowledge, hobbies favored predominantly by one
gender, or political or historical knowledge unfamiliar to those from other
countries
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Avoiding Common Problems
Don't assume that students who don't talk don't know thematerial.
Being quiet in the classroom and not "showing off" are
considered respectful in many Asian cultures.
Watch the type of humor that occurs in your classes to be
sure it denigrates no one.
A large number of jokes involve putting down people who are
different in some way and who may already feel marginal
because of those differences.