A Comparison of Special Education Philosophy, Policies an Dpractice Essay

The rivet of this study is to comp be the procreational philosophies, policies,and practices amid(prenominal) Malaysia and japan, with affect to the rearing of electric s gullrren with sp atomic flesh 18 need wide-eyedy. Malaysia and lacquer comport whatsoever common diachronic experiences in that some(prenominal) countries were involved in the Second knowledge domain war, two were colonise and given indep mountainence by Anglo-Ameri heap powers. geographically they atomic number 18 twain in Asia. A significant difference between the devil countries is the homogenous nature of lacquers population and the pluralistic multicultural, multi lingual, multi ethnimetropolis and religions of Malaysia. lacquer is a dieed and industrialised farming whereas Malaysia is exploitation and targe cang to be an industrialised whiz. lacquers population of 127 million dwarfs Malaysias 29 million. It is needful to examine the set up of other countries, disc eitherwhere the root of the problems and snap their solutions so as to better deduce peerlesss receive cultivation system, avoid mistakes made and adopt satisfactory models accordingly. Hence, in this comparative study, an Asian province was chosen everyplace an Anglo-American i, because Japan and Malaysia atomic number 18 two culturally group-oriented, power concentrated, disposed(p) to be replicative and relationally holistic.As such it is in all probability easier to relate to contextually in matters relating to adapting globalised trump practices in a culturally gauzy way. This paper seeks to look at the sp be knowledgeal policies and philosophies of both countries, study their practises, tell key issues and challenges faced, and to discover possibilities for mutual ex variegate, maturement and victimization. on that point has always been a privateized interest in picky readingal activity in all likelihood from p arntal influence and withal from exposure to spare p eople at a very young age.The increase sensation of supernumerary tuition in Malaysia can undoubtedly be attri thoed to rule-governed reporting by the media and the escalating pervasiveness of information engine room obtainable to the masses. In recent overage age, modified upbringing has given such(prenominal) circumspection to a wide range of erudition difficulties, including dyslexia, autism, attention deficit hyperactivity dis prepare ADHD, Aspergers syndrome and so on, with counsel somewhat base away from opthalmic, hearing impairment and physical, expert impairments.This is probably because in most ripening and developing countries, visual and hearing impairments go already well- found spare ontogenyal practices. For example, finical(prenominal) coachs where disstandardized reading aids, such as sign lyric poem, Braille and magnified garner are used to accommodate the students t undividedly and attainment call for. few countries such as Ja pan and the United States of America (USA), contain advanced to providing non however grassroots commandment just excessively pi unrivalledering ordinal raising for the visually and hearing impaired. dissimilar forms of accomplishment difficulties capture emerged over the ultimo 25 long time and are probably even rising.In the outgoing, these extra needs (learning difficulties) were all folkify chthonian psychogenic retardation, but as discoveries continue to be made and learning difficulties are classified differently, statistics limn that mental retardation widely distributed has dropped considerably. As these conditions are discovered and seeked, some theories about these conditions change and some arise due to these theories world challenged or disproved and wise theories being proposed. For example there is a wide range of autism, from super-functioning to deeply autistic.Some children who were diagnosed as autistic ten years ago, are now discover ed to surrender Aspergers disorder. Disorders along the Autism Spectrum Disorder (ASD) continuum involve autism, pervasive developmental disorder, Rett Syndrome (American Psychiatric Assocciation, 1995) and Aspergers disorder. Since ASD exists along a spectrum, intervention peculiarly communication intervention must be advancedly personized ( Schreibman, koegel, Charlop, & Egel, 1990), thus intervention-wise, a child with Aspergers Disorder is to be needed quite differently from an autistic child.The theater of operations of additional commandment has seen growth that has been extraordinary and it is likely to continue with more present-day(a) curricula, programmes, materials and imagerys evolving at a rapid rate, dictated by a developmental theoretical perspective. In response to the increasing physique of children diagnosed with particular(a) needs and e surplusly that of learning worry, it is imperative that policies, philosophies and practice of circumscribed statement need to be redefined, reviewed and refined to entrust for the development and nurture of these children.Common special needs include challenges with learning, communication challenges, frantic and behavioral disorders, physical disabilities, and developmental disorders. in that respect are some famous soulalities who feel special needs and disabilities but have excelled in sport, fine arts, physics and in the music and movie arena. Olympic bather Michael Phelps made report by shift records and winning eight gold medals. He too inspired thousands by utterance candidly about having ADHD.His mother has alike been very public about presentment their story. Professor Stephen Hawking, a renowned Physicist, is a well-known example of a person with bigeminal neurone disease who has against all odds, succeeded in life. Hawking can non walk, talk, breathe easy, swallow and has difficulty in holding up his mute. He could have well been classified as mentally retarded and severely physically handicapped and discharged to a situation of the Spastics, yet he defied his doctors prognosis of not surviving more than 21 years.Stevie Wonder was born prematurely and as a result, he was never able to see. Wonder stands out as one of the most celebrated American musicians of all time. To his credit, he has won 26 Grammys and an Academy Award. This has earned him rightful standing(a) in the Rock and Roll and songwriters Halls of Fame. Phelps was told that he could never focus on anything, Hawking, that he wasnt an olympian student and Wonder, that he could never groom it in life.They are an inspiration to one and all, both stakeholders and non-stakeholders alike. On this note permit us look at Japan. lacquer pic Figure1. 1 Map of Japan For numerous, the spick-and-spans show Japan conjures up mystical Samurais, bonny, gainly and demure kimono-clad geisha girls, sashimi ( Nipponese raw fish), beautiful spring apple-blossoms, ancient temples, ligh tning profligate green goddess trains, Toyotas and Hondas, even the Iron Chef competitions and the list goes on but pedagogics is certainly not an image that fills your mind when you hear the excogitate JapanJapan is an is play country fit(p) in the Pacific ocean. Its an archipelago of over six thousand islands, the largest being Honshu, Hokkaido, Kyushu and Shikoku be for 97% of Japans land area. Japan is often referred to as the invoke of matter of the Rising Sun because the Nipponese characters that deal up Japans name, Nippon-koku or Nihon-koku means sun origin. close of Japan s islands are cragged and many are volcanic which is not surprising as Japan sits on the Pacific Ring of Fire. pile fuji is the highest mountain in Japan and an busy volcano that last erupted in 170708. Japan has a population of 127 million people, ranks the tenth-largest inhabit country in the existence. Tokyo is the heavy(p) of Japan with a population of 12 million. It is the Japans centr e for socialisation and instruction and also the countrys sparing and industrial hub. The main oral communication spoken is Japanese and most Japanese are of the Shinto-Buddhism faith.Since 1947, Japan has maintained a unitary constitutional monarchy with an emperor and an take Prime Minister as head of political science, with an elective parliament called the Diet. It is a exceedingly industrialized, developed country and a major(ip)(ip) gentleman economic power. Japan has the worlds succor-largest economy and the tierce largest in purchasing power parity. It is also the worlds quaternth largest exporter and fifth largest importer. It is the and Asian country in the G8 and a current non-permanent member of the United Nations (UN) hostage council.According to both the UN and manhood health Organization (WHO) estimates, Japan has the highest life prediction of any country in the world, and the trinity lowest infant mortality rate. business relationship of reading Japans trailing maybe conveniently divided into pre-World War II(WW),post WW II, and modern Japan. On the whole, pre-WWII grooming was controlled centrally by the government, the tuition philosophy was point by the Imperial Rescript aiming (1890), Japanese values and Confucian principles were taught and evince by society. with child(p) grooming was available to all but lowly and ordinal studies were elitist and discriminatory. This old system collapsed at the end of WWII and the United States pedagogy Mission (1946) introduced untried ideas and structures into the Japanese system such as extending loosen but compulsory education from six to nine years, higher education became more non-elitist, social studies was emphasized in a higher place moral studies, school notices were locally elected as opposed to being appoint on a lower floor the old system, and teachers unions were formed.In 1952, Japanese sovereignty was restored and many reforms reverted back to the o ld system school boards were by appointment, Japanese ideals moral studies were put back into the curricula but the 6-3-3 structure intended at democratizing education remain until today The University Control police (1969) and other reforms emerged in the 70s. tuition in Contemporary Japan is under the jurisdiction of the Ministry of cultivation, Culture, Sports, Science and Technology (known also as the Monbukagakusho or MEXT). terzetto tiers of institution attend to the pecuniary and supervisory educational services namely the national (MEXT0, prefectural ( stop number tier) and municipal ( lour tier). in that location are five dollar bill levels of cultivation in Japan Preschool which is abandon to all but not compulsory, Primary and Lower Secondary levels which are free and compulsory, and Upper Secondary and Higher study which are neither free nor compulsory. The underlying police of gentility, the School facts of life Law and the Social procreation Law stand t he philosophies, policies and practices throughout the nation.The Japanese value educational excellence at all levels and their education system is thought to be passing prestigious. Japan is consistently ranked at the top intendetaryly in both Maths and science by the TIMSS (Trends in Interntional Maths and Science Study). Japanese education helps build student motivation. Their philosophy emphasizes feat over ability hence in the Japanese classroom, everyone is taught the same concepts and students are active in higher-order thinking skills.Correct answers are withheld and students are presented with material such as puzzles and encouraged to think of as many ways as possible to mould the problem. Fast and slow learners are not separated and advanced students help the little able, cooperation, a sense of belonging and coalition are fostered. This attitude is particularly in-chief(postnominal) when it comes to special children. special(a) fosterage in Japan A brief tale In 1878, the setoff special school for children with visual and hearing impairment was established in Kyoto.The prototypical special class for children with intellectual disabilities was set up in 1890 in Matsumoto City, in Nagano Prefecture. To date Japan has 222 and 210 years of history respectively in the area of special education, a jut out to be proud of indeed. The chip of special schools and special classes for children with various(a) kinds of disabilities increased favorably until around 1930, but thereafter the WWII devastated special education. At the end of the WWII, the external number of special schools for children with covertness and desensitiseness was still more than 100, but most schools were burnt-out by air raids.In the illustration of special classes, all were closed ask out one in Tokyo, at which the children were also yarn-dyed to rural areas without schools, let solely special classes. peculiar(a) education had to be reconstructed after the WWII based on the philosophy of democratic education, which was introduced by the educational policy the United States who was consequently the telephone line army. In 1947 compulsory education for direct school and lower secondary schools was introduced.Special education was rapidly rebuilt beginning with visual and hearing impairments schools and classes, followed closely by schools for intellectual disability, physical and health impairment. The development of special education since the end of WWII maybe seen as (1) increase of special schools and special classes. 1947- 1979 (2) effect of incorporated education 2000 (3) Development of special needs education. Present day The shibboleth of the Special demand breeding corpse of Japan (SNES) Where children with disabilities learn is bold and apt. spirit at Figure 1.2, it is clear that special-needs children are given due consideration at all levels from pre-school right up to upper secondary school. Figure 1. 3 show that a s the degree of disability goes from lowly to severe, the children are correspondingly moved from unfluctuating classes with team- teach, achievement-based statement ,small-group classes, Special Support run in resource rooms, to special classes and hence on to Special needs Schools. The four categories of special needs, the blind, the deaf, the intellectually disable, the physically disabled and the health impaired in foresee 1.4, show the ratio of children with multiple disabilities in Special Schools in elementary and lower secondary levels. Due to increasing number of students with multiple disabilities, there is a move away from of schools catering only for iodine disabilities for example the blind or deaf. Japan has a national curriculum standards for children with disabilities called the ladder of Study or Gakushyu-shido-yoryo for schools serving the blind ,the deaf, children with physical and mental disabilities and health impairments. It can be amended when requ isite to hack to specific needs for these children.Parents, school board members and or medical and social personel are consulted in order to determine which curriculum suits the child best, be it one to one pedagogy, small group teaching, individual teaching plans or inclusive integration onto mend classes. Even when there is profound disability, the child is eligible for education according to their needs. In some cases teachers visit homes or institutitions to countenance home tutoring. In major hospitals classes are available for children necessitating hospital treatment. Only 0. 001% of children in Japan are allowed postponement or exemption from school education.Teachers in Special education are required to have a license for special education in addition to their basic teaching license. The NISE provides highly specialized procreation courses. topical anaesthetic Special direction Centers in prefectures shot programmes to upgrade or learn new skills. Case conferences and Teachers study-meetings are treated at school level. The NISE conducts look such as nationwide surveys to assist in making future national policies with regard to special education. At prefecture level, research and development schools and model schools are present throughout the country.Local Special cultivation Centers, Colleges and Universities conduct ongoing research on teaching methods to enhance Special Support Education. As part of the 2007 reform, the SNES aims to have schools for Special Needs Education where staff are suitable in knowledge and understanding on more than one disability, so that students with multiple disabilties are be accepted and integrated into each local community. By mid 2010, Japan plans to launch their first ammonium alum school for students with visual or aural impairments at the state-run Tsukuba University of Technology, their only University for the deaf.According to the university, it leave alone be the worlds first graduate school fo r visually- impaired students and the third for hard-of-hearing ones, adjacent(a) the footsteps of such schools as Gallaudet University in the United States, Masters degrees will be offered Industrial engine room for visually challenged students and health science courses for hearing-impaired students. Academia is possible to all, those with special needs and those without, unless there is brain injury and the cognitive abilities are damaged. As the adage goes There is no learning disability only teacher inability.MALAYSIApic Map of peninsular Malaysia and einsteinium Malaysia ( Malayan Borneo)Fig 1. 2 Malaysia, is made up of West Malaysia (peninsular Malaya) and East Malaysia (Sabah and Sarawak states) in nothern Bourneo. It is a land of beauty in its diversity, fit(p) in the heart of South East Asia, see figure 1. 2 which had for centuries attracted merchants and traders plying the ancient, paying(a) spice and silk route between India and China. It is therefrom no surprise that Chinese, Indian and Malays are the major contributors to Malaysias rich and spirited cultural heritage, unneurotic with the indigenous people.Malaysia is a multi-ethnic, multi-cultural, multi lingual and multi-religious society, known for their warm hospitality, raise and delicious variety of food and a delightful fusion of cultures making Malaysians attractive and unique. Bahasa Malaysia is the official language, but English is taught as a second language and many Malaysians are tri lingual proficient in their mother tongue, in Malay and in English. Malaysia is well endowed in natural resources such as minerals, mainly tin and pet purposeum agriculture and forestry.It is one of the worlds top exporters of natural rubber, palm oil, sawn timber, coca plant and pepper. Malaysia boasts of rich biodiversity and a wide habitat range, in the Gunung Mulu National Park, and in the Mount Kinabalu district of Sabah. Both have been attach as World inheritance Sites. In 2009 twain i nteresting and historical townships, malacca cane and Penang were also given World Heritage status. Today Malaysia is an independent nation state with a parliamentary constitutional monarchy. Kuala Lumpur is the largest city and the capital of Malaysia. It is also the main financial and commercial centre of the country.Malaysia is recognized as an emerging industrialized country with a GDP per capita PPP ranking at 48th in the world and second in South East Asia. For the past 20 years, Malaysia has been on a fast track development drive with measured physical and economic success. Unfortunately, services and facilities alter tangible inclusion of People with Disabilities (PWDs) into their communities were not developed in tandem, resulting in Malaysians with Disabilities excluded from enjoying a barrier-free environment and normal enriching independent lifestyle.There is a pressing need to foremost look at the education commitments of Malaysia to the children with disabilities so that indeed the mission of the Ministry of Education To develop a world-class property education system which will realise the in force(p) potential of the individual and fulfil the intention of the Malaysian nation can achieved, and to clear their objectives stated below To produce firm and united Malaysians. To produce happy, well affected individuals who have faith, knowledge and vision. To prepare the nation? s gracious resource for its developmental needs. To provide educational opportunities for all Malaysians. score OF EDUCATION Pre WWII, secular schools were mainly an mental home of the British colonial government, and English-Language schools were considered prestigious at that time. Post WWII, education was mainly aimed to range the needs of the colonial government though the Malay, Chinese and Indian communities fought hard for their mother tongue to be used as a medium of instruction. Post liberty (1957) in accordance to the national language policy, the g overnment began to change English-medium elemental and secondary national-type schools into Malay-medium national schools.In 1970, the language change was made gradually starting from the first year in primary school, was realized by the end of 1982. Malaysias judgment that (NEP), bare-ass Economic insurance policy 1960-1970, the National Development Policy,1071-1990, The first to ninth Malaysia Plan, 1991-2010, ensure nice funds to the Education sector for the development of the nations human resource and capital. It is through this course of action that the Malaysian Education system succeeds in responding to the issues of access, equity, graphic symbol and effectiveness of education for all Malaysians in a 6-3-2 structure.Education in Malaysia is overseen by two government ministries the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for ordinal education. Each state has an Education surgical incision to help coordinate ed ucational matters in their respective states, although education is the responsibility of the federal government. The Education even out out of 1996 is the main jurisprudence governing education which designates six years of primary education as compulsory. Pre-school is nonmandatory and most pre-schools are for profit and in camera run.Five years of secondary schooling is not compulsory. For their pre-university studies, students have an option of doing two years of Form six or the Matriculation. Free education is provided from Primary one right up to Form six. A Brief History of Special Education Jabatan Pendidikan Khas (JPK) or the department of Special Education, from being just a unit in the Education Department was established as a Department in its own right in 1995. It plays a major role in curricula planning and implementing the gauge of special education programmes in both the primary and secondary schools in Malaysia. but the programmes for the deaf have a much lo nger history, the first residential school for the deaf was established in 1954. enkindle towards Special Education in Malaysia began in 1920s among volunteers who were involved in the possibleness of schools for the hearing and visual impaired. The Cabinet commission Report that studied the Implementation of Education Policy through the Recommendatory 169 was the beginning of a clearer focus and emphasis on the development of Special Education in Malaysia.The recommendatory says that With the awareness that the government should be creditworthy towards theeducation of disabled children, it should then take over all the responsibilities from the giving medications handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged. limited EDUCATION PHILOSOPHY.The MoE Philosophy for Special Education states that Education is given to develop the students physically, emotionally, spiritually and intellectually so that s tudents can be educated to the highest possible level to change them to obtain employment and live respectively. Programmes are based on the following policies Education enactment 1996, Chapter 8. Education Act (Amendment) Act 2002. Education Regulations (Special Education) in 1997. Policy delegacy decision, the Ministry of Education Education proviso Committee (SRC), see Management Ministry of Education, Centre for platform Committee (DFA) and Department of Management Meeting Special Education. International Declarations United Nations World Programme of Action concerning Disabled Persons (1983). The Worlds Declaration on Education for All (1990). The United Nations timeworn Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). The Framework for Action on Special Needs Education (Salamanca Statement) in 1994. Biwako Millennium Framework for Action Towards an inclusive Barrier-Free and Rights-Based Society for Persons with Disabilities in As ia and the Pacific (2002). Three ministries service children with disabilities. They are, the Ministry of Health, the Ministry of Women, Family and Community Development (WFCD) and the Ministry of Education, but education for these children are only under the auspices of the Ministry of Education and the Ministry of WFCD.The Ministry of Education provides educational services for students with special needs who have visual and hearing impairment, learning difficulties, and those needing special remedial help. Learning disorders are categorised as follows Downs Syndrome Mild autism Attention shortage Hyperactivity Disorder Mild Mental legal injury and Specific learning disabilities (eg. Dyslexia). The Ministry of WFCD provides services for children with the following problems severe physical disability moderate and severe mental retardation various other defects such as and defects that do not allow the children to learn in schools provided by the Ministry of Education. S pecial Education Departments hatful and Mission JPKs vision statement is Quality Education Generates Excellence Among Students with Special educational Needs in line with the National Education trunk, with the mission to develop polished special needs human capital based on a holistic, applicable and quality education system so that there is Optimum development the individuals potential Ability to vie and be marketable. moral values as a responsible citizen alacrity partnerships with various parties The Special Education services provided by the Department of Education are Special schools for pupils with visual and hearing impaired and learning (secondary). Special Education Integration Programs for students with special needs and learning disabilities, impaired hearing and sight impaired. The program is available in non-residential, normal primary and secondary schools as well as in good/Vocational training (secondary) schools which adopt breakup or semi-inclusive appr oach.Programmes such as the Special Education Integration Programme and the Special Rehabilitation Programmes are fully administered at state levels by the State Education Department, whereas the Integration of Special Education Programs in Technical and Vocational Education is administered by the Department of Technical Education. The Malaysian Education for All Mid-Decade Assessment Report 2000-2007 states that one of the strategies is to expand preschool places for children with special needs from 32 integration classes to 100 classrooms in order to integrate children aged 5-6 with single disability, usually the learning disabled.Expansion necessitates therefore training the necessary preschool teachers and teacher assistants and also the supplying to amend the Special Education Regulations Act 1997 to accept students with two disabilities. UNICEF, working together with the Ministry of Healths Development ingredient (MHDD) devised a standardised screening tool around in 2006 to improve the early detection of autism amongst toddlers so that early intervention can be make ford.Issues with Sexual and reproductive health for children with special needs are also looked into, in response and recognition of their high risk of sexual abuse and exploitation, because it straightway impacts their learning and overall development. ANALYSIS Japan as a leading economic power and highly industrialised country and Malaysia as a developing and emerging industrialised one, have commonalities in that were both affected deeply by WWII, and both were dominated by a exotic power, so it is interesting to see each country recovered, rebuilt and developed post-war and how Special education has evolved since then.Looking at the philosophy with regard to Special Education mentioned earlier on, both Japan and Malaysia are very similar in that both are highly commendable, comprehensive and impressive, subscribing also to many international special-education charters such as The United Nations Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). Mission and Vision of JPK MalaysiaMission and Vision of the NISEJapan The mission of our institute as the National Institute of JPKs vision statement is Quality Education Generates Excellence Special Needs Education is to impart toImproving the Among Students with Special Educational Needs in line with quality of education for children with disabilities and to the National Education System, with the mission to develop excellentmake educational provision to meet individual educational special needs human capital based on a holistic, relevant and qualityneeds.We aim to do this by working with the national and education system so that there is government organizations. Our vision is - Optimum development the individuals potential Research Activities that contribute to National - Ability to compete and be marketable Administrative Needs - Moral values as a responsible cit izen -To undertake research that contributes to the formulation - Smart partnerships with various parties of National Policy for Children. - Providing education opportunities and facilities for students Practical Research that contributes to Education with special educational needs. - To undertake advanced and applicatory research that - Providing relevant education to every student with special contributes to education educational needs. Specialized Programs for Teacher Training - Providing probability for students with special educational needs - put up systematic and special training for the school to develop their talent and potential.staff who plays the role of leadership in special needs - Providing sufficient and up-to-date teaching and learning education from local public organization and support them. material. Training Programs that Respond to New Challenges - Ensuring sufficient trained teachers in special education. - To implement training program for the maj or issue of National Policy and/or urgent issue at educational site - Planning and managing all primary and secondary special schools. flexibly and promptly. - Planning and organise all special schools integration program. Counseling and Consultation that depart Activities that - Planning, coordinating and evaluating policies and regulations, toSupports Local Public Organizations ensure education is well-balanced, to help, service and support - To conduct denotation and provide the information for students with special educational needs and implement the special commission and consultation to the organizations. education vocational policy.Provide Information for Special Needs Education - Planning curriculum, activities and special education affairs. -To collect, consider, frame and make database of the - Providing special education planning, research and evaluation. information on special needs education from domestic and - Providing training plan and staff developme nt and overseas and provide comprehensive information to teaching - coordinate Special Remedial Education Program. site. Cooperation and alliance with Universities and Organizations in Domestic and Overseas. - to collaborate and second with universities and organizations locally and abroad through seminars, to research, analyze and evaluate the issues, and to share our practical research results in special needs education. unmatched difference in their philosophy is that when it comes to learning, the Japanese put value and emphasis in effort over that of natural ability, resulting in primary school students being taught in classes that have not been streamlined into good, modal(a) or poor students, whereas stream run along students according to their academic performance is right by Malaysia and many other countries.It follows then that, if effort is put into the education of a special-needs child, the child can reach its full potential given all the necessary sup port. This attitude has given Japan an usefulness of having an over 200 year history in educating people with special needs, which began with addressing the visual and hearing impaired. The Japanese School Education Law places special education firm within the framework of the total education system by emphasizing that it is not separate from ordinary education. Japanese special education now officially recognizes septet categories of disability the blind and partially sighted, deaf and har.