The <i>Zero Reject</i> policy: a way forward for inclusive education in Malaysia?

Chin, Mellisa Lee Lee

doi:10.1080/13603116.2020.1846800

Cited by 13 publications

(11 citation statements)

References 23 publications

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“…In the field of education, the term ‘people with disabilities’ refers to students with special educational needs. Students with special educational needs are a minority group that needs the attention and assistance of various parties, especially the local community, to ensure their survival through physical or spiritual access [ 26 , 27 , 28 , 29 ]. In fact, their teaching and learning requires specific techniques and methods to suit their needs and abilities [ 26 , 27 , 29 ].…”

Section: Literature Researchmentioning

confidence: 99%

“…Students with special educational needs are a minority group that needs the attention and assistance of various parties, especially the local community, to ensure their survival through physical or spiritual access [ 26 , 27 , 28 , 29 ]. In fact, their teaching and learning requires specific techniques and methods to suit their needs and abilities [ 26 , 27 , 29 ]. Accordingly, the Ministry of Education Malaysia under The Special Education Division divides students with special educational needs into three categories, namely, students with hearing impairments, students with visual impairments, and students with learning disabilities.…”

Section: Literature Researchmentioning

confidence: 99%

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Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

et al. 2022

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People with disabilities have the same right to access education and, therefore, the space and opportunity to study the Quran as other groups. However, there are some issues regarding the teaching of the Quran to students with special learning needs, such as from the aspects of the level of readiness of teachers, the mastery of Islamic Education among teachers who teach Special Education, and the use of teaching aids to teach the Quran. Therefore, this study aimed to identify the challenges, the need to develop a model of teaching and learning the Quran, elements to be included in the development of Quranic teaching, and a learning model for children with learning disabilities. A qualitative methodology was adopted using a case study design. The sample consisted of eight informants who volunteered to be involved in this research. The results show that there are seven main challenges in the teaching and learning of children with learning disabilities, i.e., a lack of stimulus materials, a lack of knowledge, limited time, uncontrolled behavior, traditional teaching, disabilities, and a lack of parental commitment. Thereafter, three themes arose in terms of identifying why it is necessary to develop Quran teaching and learning models for children with learning disabilities, such as the lack of an up-to-date model and the right to education. In addition, there were four themes concerning the elements that need to be included in the development of teaching and learning models for the Quran for children with learning disabilities, i.e., digital teaching aids, visual, audio, and kinesthetic learning styles, activities graded by the level of ability, and sensory support. It is hoped that this study will provide guidance to teachers to further strengthen the teaching profession pertaining to educating children with learning disabilities.

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Section: Literature Researchmentioning

confidence: 99%

Section: Literature Researchmentioning

confidence: 99%

Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

et al. 2022

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show abstract

“…Collaborative models involving parental inputs, training of special education teachers and providing inclusive education that also co-locates therapists operating in the same setting would bring African countries closer to achieving effective education for CALWD ( 38 ). To achieve these wide-ranging measures, interventions including policy development and implementation as and changes in social-cultural attitudes toward education for CALDW would be required ( 9 , 10 , 27 ). African countries would need to commit advancements to improve the understanding of the general public regarding education for CALWD in order to realize the vision of an inclusive education ( 17 , 27 , 38 ).…”

Section: School Readiness and Optimizing Education For Calwd In Africamentioning

confidence: 99%

“…This was followed a chapter on special education in the education act in 1996 and the education rules that established special schools as well as integrated and inclusive education programs ( 9 ). Malaysia implemented the “zero reject” policy in 2019 which aims to ensure that children living with disability can be enrolled in any government or government assisted school of their choice ( 10 ).…”

Section: Introductionmentioning

confidence: 99%

“…Special attention is required for the girl-child living with disability. In East Africa she is much less likely to remain and complete her education compared to her male counterparts and especially so if she hails from an ultra-poor background ( 10 ). In addition, cultural norms, biological factors, insecurity, climate change and unprecedented events such as the COVID-19 pandemic have all further contributed to this occurrence ( 12 ).…”

Section: Introductionmentioning

confidence: 99%

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