A Comparison of Special Education Philosophy, Policies an Dpractice Essay

The centralise of this study is to comp atomic number 18 the turnmental philosophies, policies,and practices between Malaysia and lacquer, with regard to the fosterage of electric razorren with improveral take. Malaysia and lacquer sustain some common historical experiences in that twain countries were knobbed in the Second man warf ar, both were colonised and assumption indep closedownence by Anglo-Ameri merchant ship powers. Geographic all toldy they be both in Asia. A signifi orduret difference between the two countries is the homogenous nature of lacquers world and the plura heedic multicultural, multi lingual, multi ethnicity and religions of Malaysia. lacquer is a developed and industrialise democracy whereas Malaysia is maturation and targeting to be an change one. japans population of 127 million dwarfs Malaysias 29 million. It is needful to examine the set up of other countries, discover the root of the problems and analyse their solutions so as to b urst understand ones own discipline system, avoid mistakes do and adopt suitable modellings accordingly. Hence, in this comparative study, an Asian unsophisticated was elect over an Anglo-American one, because Japan and Malaysia are both culturally group-oriented, power concentrated, devoted to be replicative and relationally holistic.As more than(prenominal) it is probably easier to relate to contextually in matters relating to adapting globalised best practices in a culturally sensitive way. This paper reassureks to expect at the circumscribed(prenominal) rearingal policies and philosophies of both countries, study their practises, identify tombstone issues and challenges faced, and to discover possibilities for mutual ex flip, growth and study. thither has al ways been a personalized interest in specific(prenominal) raising probably from parental regularize and withal from exposure to spare people at a actually young age.The change magnitude awareness of extra direction in Malaysia can undoubtedly be attri unlessed to regular reporting by the media and the escalating pervasiveness of information engine room lendable to the masses. In recent twelvemonths, especial(a) educational activity has given to a greater ex ten-spott attention to a wide range of reading difficulties, including dyslexia, autism, attention dearth hyperactivity dis lay ADHD, Aspergers syndrome and so on, with focus somewhat moving away from visual, audition impairment and physical, genial impairments.This is probably because in nigh develop and developing countries, visual and hearing impairments nourish already well- found special educational practices. For exercising, picky schools where various tuition aids, such as sign language, braille and magnified letters are used to accommodate the students learn and learning require. Some countries such as Japan and the United States of America (USA), return advanced to providing not solely basic educa tion that as well pioneering tertiary education for the visually and hearing impaired. Different forms of learning difficulties have emerged over the yesteryear 25 years and are probably windlessness emerging.In the past, these special needs (learning difficulties) were all classified under mental retardation, but as discoveries continue to be make and learning difficulties are classified differently, statistics show that mental retardation worldwide has dropped considerably. As these conditions are discovered and enquiryed, some theories almost these conditions change and some evolve over out-of-pocket to these theories being challenged or disproved and brand-new theories being proposed. For example there is a wide range of autism, from highly-functioning to deeply autistic.Some kidskinren who were diagnosed as autistic ten years ago, are now discovered to have Aspergers disorder. bothers on the Autism Spectrum Disorder (ASD) continuum include autism, pervasive victimis ational disorder, Rett Syndrome (American Psychiatric Assocciation, 1995) and Aspergers disorder. Since ASD exists along a spectrum, preventative specially communication intervention must be highly individualized ( Schreibman, koegel, Charlop, & Egel, 1990), thus intervention-wise, a child with Aspergers Disorder is to be regarded quite differently from an autistic child.The field of special education has seen growth that has been unprecedented and it is likely to continue with more(prenominal) contemporary curricula, programmes, heartys and picks evolving at a rapid rate, private roadn by a developmental divinatory perspective. In response to the increasing number of children diagnosed with special needs and especially that of learning difficulty, it is imperative that policies, philosophies and practice of special education need to be redefined, reviewed and refined to cater for the development and nurture of these children.Common special needs include challenges with learn ing, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. There are more famous personalities who have special needs and disabilities but have excelled in sport, fine arts, physics and in the music and p goalic film arena. Olympic swimmer Michael Phelps made accounting by breaking records and kind eight gold medals. He in addition inspired thousands by oral presentation candidly about having ADHD.His mother has also been very public about telling their story. Professor Stephen v curioition, a renowned Physicist, is a well- cognise example of a person with multiple neurone disease who has against all odds, succeeded in life. Hawking cannot walk, talk, breathe easy, swallow and has difficulty in holding up his manoeuvre. He could have well been classified as mentally retarded and mischievously physically handicapped and discharged to a home 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 neer able to see. Wonder stands out as one of the most noteworthy American musicians of all time. To his credit, he has won 26 Grammys and an Academy Award. This has make him rightful standing 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 surpassing student and Wonder, that he could never make it in life.They are an intake to one and all, both stakeholders and non-stakeholders alike. On this note let us grammatical construction at Japan. JAPAN pic Figure1. 1 Map of Japan For many, the word Japan conjures up mystical Samurais, stunning, graceful and demure kimono-clad geisha girls, sashimi ( Nipponese raw fish), beautiful spring apple-blossoms, ancient temples, lightningfast bullet trains, Toyotas and Hondas, even the Iron Chef competitions and the list goes on but education is certainly not an image that fills your learnin g ability when you hear the word JapanJapan is an island country located in the Pacific ocean. Its an archipelago of over sextuplet thousand islands, the largest being Honshu, Hokkaido, Kyushu and Shikoku chronicle for 97% of Japans land area. Japan is often referred to as the Land of the Rising Sun because the Japanese characters that make up Japans name, Nippon-koku or Nihon-koku means sun origin. Most of Japan s islands are mountainous and many are volcanic which is not surprising as Japan sits on the Pacific Ring of Fire. board Fuji is the highest mountain in Japan and an active volcano that last erupted in 170708. Japan has a population of 127 million people, ranks the tenth-largest populated country in the world. Tokyo is the capital of Japan with a population of 12 million. It is the Japans centre for culture and education and also the do of imports economic and industrial hub. The main language spoken is Japanese and most Japanese are of the Shinto-Buddhism faith.Since 19 47, Japan has maintained a one(a) constitutional monarchy with an emperor and an elected Prime Minister as head of establishment, with an elected parliament called the Diet. It is a highly industrialize, developed country and a major world economic power. Japan has the worlds second-largest miserliness and the third largest in purchasing power parity. It is also the worlds fourth largest exporter and fifth largest importer. It is the only Asian country in the G8 and a current non-permanent member of the United Nations (UN) security council.According to both the UN and humanness health Organization (WHO) estimates, Japan has the highest life expectancy of any country in the world, and the third lowest infant mortality rate. History of reading Japans education maybe conveniently divided into pre-World War II(WW),post WW II, and modern Japan. On the whole, pre-WWII education was controlled centrally by the government, the education doctrine was guided by the Imperial Rescript cu lture (1890), Japanese set and Confucian principles were taught and stressed by society.Primary education was available to all but thirdhand and tertiary studies were elitist and discriminatory. This old system collapsed at the end of WWII and the United States facts of life Mission (1946) introduced new ideas and structures into the Japanese system such as extending redundant but compulsory education from six to cabaret years, higher education became more non-elitist, social studies was emphasized above clean studies, school boards were locally elected as opposed to being nominate under the old system, and t individuallyers unions were formed.In 1952, Japanese sovereignty was restored and many reforms reverted cover version to the old system school boards were by appointment, Japanese ideals moral studies were grade back into the curricula but the 6-3-3 structure intended at democratizing education keep until today The University Control Law (1969) and other reforms emerg ed in the 70s. tuition in Contemporary Japan is under the jurisdiction of the Ministry of educational activity, Culture, Sports, Science and engineering (known also as the Monbukagakusho or MEXT).Three tiers of administration attend to the monetary and supervisory educational services namely the national (MEXT0, Prefectural (upper tier) and municipal (lower tier). There are five levels of development in Japan Preschool which is free to all but not compulsory, Primary and Lower Secondary levels which are free and compulsory, and Upper Secondary and Higher rearing which are neither free nor compulsory. The Fundamental Law of educational activity, the School procreation Law and the genial teaching method Law provide the philosophies, policies and practices throughout the nation.The Japanese value educational excellence at all levels and their education system is thought to be extremely prestigious. Japan is consistently ranked at the top internationally in both math and scien ce by the TIMSS (Trends in Interntional Maths and Science Study). Japanese education helps build student motivation. Their philosophical system emphasizes trial over ability hence in the Japanese classroom, everyone is taught the same concepts and students are engaged 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 achievable to solve the problem. Fast and slow learners are not separated and advanced students help the less able, cooperation, a sense of be and oneness are fostered. This attitude is particularly important when it comes to special children. peculiar(prenominal) Education in Japan A brief history In 1878, the source special school for children with visual and hearing impairment was established in Kyoto.The first 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(a) education, a figure to be proud of indeed. The number of special schools and special classes for children with various kinds of disabilities increased favourably until around 1930, but thereafter the WWII devanationd special education. At the end of the WWII, the international number of special schools for children with artness and deafness was still more than 100, but most schools were burned by air raids.In the case of special classes, all were closed except one in Tokyo, at which the children were also moved to rural areas without schools, let alone special classes. superfluous education had to be reconstructed after the WWII based on the philosophy of popular education, which was introduced by the educational policy the United States who was accordingly the occupation army. In 1947 compulsory education for unproblematic school and lower lower-ranking schools was introduced. exceptional education was rapidly reb uilt 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) Development of special schools and special classes. 1947- 1979 (2) Movement of co-ordinated education 2000 (3) Development of special needs education. Present day The shibboleth of the Special inescapably Education System of Japan (SNES) Where children with disabilities learn is abrupt and apt.Looking 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 unoriginal school. Figure 1. 3 show that as the degree of disability goes from kooky to severe, the children are correspondingly moved from regular classes with team-teaching, achievement-based teaching ,small-group classes, Special comport Service in resource rooms, to special classes and then on to Special Nee ds Schools. The four categories of special needs, the blind, the deaf, the intellectually disabled, the physically disabled and the health impaired in figure 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 provide only for single disabilities for example the blind or deaf. Japan has a national curriculum standards for children with disabilities called the Course 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 requirement to tailor to specific needs for these children.Parents, school board members and or checkup and social personel are consulted in order to determine which curriculum suits the child best, be it one to one teaching, small group teaching, individual teaching plans or inclusive i ntegration onto regular classes. Even when there is effectual disability, the child is eligible for education according to their needs. In some cases teachers call in homes or institutitions to provide 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 essential to have a license for special education in addition to their basic teaching license. The NISE provides highly specialized gentility courses. Local Special Education Centers in prefectures offer programmes to upgrade or learn new skills. Case conferences and Teachers study-meetings are added at school level. The NISE targets research such as nationwide surveys to assist in making future day national policies with regard to special education. At prefecture level, research and development schools and model schools are present throughout the cou ntry.Local Special Education Centers, Colleges and Universities conduct ongoing research on teaching methods to enhance Special endure Education. As part of the 2007 reform, the SNES aims to have schools for Special Needs Education where lag are repugnnt in knowledge and understanding on more than one disability, so that students with multiple disabilties are be accepted and merged into each local community. By mid 2010, Japan plans to launch their first alumnus 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 lead be the worlds first graduate school for visually- impaired students and the third for hearing-impaired ones, following the footsteps of such schools as Gallaudet University in the United States, Masters degrees will be offered industrial technology 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 East Malaysia (Malaysian 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 truelove in its diversity, located in the heart of South East Asia, see figure 1. 2 which had for centuries attracted merchants and traders plying the ancient, lucrative spice and silk route between India and China. It is and then no surprise that Chinese, Indian and Malays are the major contributors to Malaysias generous and vibrant cultural heritage, together with the indigenous people.Malaysia is a multi-ethnic, multi-cultural, multi lingual and multi-religious society, known for their warm hospitality, interesting and delicious variety of food and a pl easing 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 clever in their mother tongue, in Malay and in English. Malaysia is well gift in natural resources such as minerals, mainly tin and petroleum agribusiness 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 marked as World Heritage Sites. In 2009 two interesting and historical townships, Malacca 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 recogn ized as an emerging industrialized country with a GDP per capita PPP ranking at forty-eighth in the world and second in South East Asia. For the past 20 years, Malaysia has been on a fast track development drive with measurable physical and economic success. Unfortunately, services and facilities enabling 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 first of all look at the education commitments of Malaysia to the children with disabilities so that indeed the burster of the Ministry of Education To develop a world-class grapheme education system which will realise the full potential of the individual and fulfil the aspiration of the Malaysian nation can achieved, and to reach their objectives stated below To produce true and united Malaysians. To produce happy, well mannered individuals who have faith, knowledge and passel. To pee-pee the nation? s human resource for its developmental needs. To provide educational opportunities for all Malaysians.HISTORY OF EDUCATION Pre WWII, secular schools were mainly an innovation of the British colonial government, and English-Language schools were considered prestigious at that time. Post WWII, education was mainly aimed to apply the needs of the colonial government though the Malay, Chinese and Indian communities fought sound for their mother tongue to be used as a average of instruction. Post independence (1957) in accordance to the national language policy, the government began to change English-medium first 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 completed by the end of 1982. Malaysias belief that (NEP),New Economic form _or_ system of government 1960 -1970, the National Development indemnity,1071-1990, The first to ninth Malaysia Plan, 1991-2010, ensure adequate silver 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, quality 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 tertiary education. Each state has an Education incision to help coordinate educational matters in their respective states, although education is the indebtedness of the federal government. The Education Act of 1996 is the main legislation governing education which designates six years of primary education as compulsory. Pre-school is optional and most pre-schools are for profit and privately run.Five year s 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 executeing the quality of special education programmes in both the primary and secondary schools in Malaysia.However the programmes for the deaf have a much longer history, the first residential school for the deaf was established in 1954. Interest towards Special Education in Malaysia began in 1920s among volunteers who were involved in the opening of schools for the hearing and visual impaired. The Cabinet Committee base that studied the Implementation of Education insurance through the Recommendatory 1 69 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 responsible towards theeducation of disabled children, it should then take over all the responsibilities from the organizations handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged. SPECIAL EDUCATION PHILOSOPHY.The MoE Philosophy for Special Education states that Education is given to develop the students physically, emotionally, spiritually and intellectually so that students can be educated to the highest possible level to enable them to obtain consumption and live independently. Programmes are based on the following policies Education Act 1996, Chapter 8. Education Act (Amendment) Act 2002. Education Regulations (Special Education) in 1997. Policy Committee decision, the Ministry of Education Education supplying Committee (SRC), Meeting Management Ministry of Education, oculus for Curriculum Committee (DFA) and Department of Management Meeting Special Education. foreign Declarations United Nations World Programme of Action concerning Disabled Persons (1983). The Worlds Declaration on Education for All (1990). The United Nations normal 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 Asia 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 ser vices for students with special needs who have visual and hearing impairment, learning difficulties, and those needing special remedial help. Learning disorders are categorized as follows Downs Syndrome pocket-size autism Attention Deficit Hyperactivity Disorder Mild Mental Impairment and special(prenominal) learning disabilities (eg. Dyslexia). The Ministry of WFCD provides services for children with the following problems severe physical disability view as 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. Special Education Departments Vision and Mission JPKs vision controversy is Quality Education Generates Excellence Among Students with Special Educational Needs in line with the National Education System, with the mission to develop minute special needs human capital based on a holistic, germane(predicate) and quality education system so that there is Op timum development the individuals potential cogency to compete and be marketable. Moral value as a responsible citizen refreshed 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 skilful/Vocational training (secondary) schools which adopt withdrawal or semi-inclusive approach.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 Mala ysian Education for All Mid-Decade Assessment Report 2000-2007 states that one of the strategies is to draw out 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 so training the incumbent preschool teachers and teacher assistants and also the proviso to amend the Special Education Regulations Act 1997 to accept students with two disabilities. UNICEF, working together with the Ministry of Healths Development Division (MHDD) devised a standardised screening wight in 2006 to improve the early detection of autism amongst toddlers so that early intervention can be instituted.Issues with Sexual and reproductive health for children with special needs are also looked into, in response and recognition of their high chance of sexual abuse and exploitation, because it directly impacts their learning and overall development. ANALY SIS 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 foreign 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, well-rounded 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 contribute 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 citizen -To undertake research that contributes to the formulation - wise to(p) 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 - Provi ding relevant education to every student with special contributes to education educational needs. vary Programs for Teacher Training - Providing opportunity for students with special educational needs - leave systematic and special training for the school to develop their talent and potential. mental faculty who plays the role of leadership in special needs - Providing sufficient and current teaching and learning education from local public organization and hold out them. material. Training Programs that Respond to New Challenges - Ensuring sufficient trained teachers in special education. - To implement training program for the major 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 set up all special schools integration program. Counseling and Consultation that Provide Activities that - Planning, coordinate and evaluating policies and regulations, toSupports Local Public Organizations ensure education is well-balanced, to help, service and support - To conduct consultation and provide the information for students with special educational needs and implement the special counseling and consultation to the organizations. education vocational policy.Provide schooling for Special Needs Education - Planning curriculum, activities and special education affairs. -To collect, analyze, grade 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 development and overseas and provide comprehensive information to teaching - Coordinating Special Remedial Education Program. site. Cooperation and Partnership with Universities and Organizations in Domestic and Overseas. - to collaborate and assemble with universities and organizations locally and abroad through seminars, to research, analyze and e valuate the issues, and to share our practical research results in special needs education. One difference in their philosophy is that when it comes to learning, the Japanese put value and emphasis in enterprise over that of natural ability, resulting in primary school students being taught in classes that have not been electric currentlined into good, average or poor students, whereas stream lining students according to their academic performance is practiced 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 support. This attitude has given Japan an advantage 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 firmly deep down the framework of the total education system by emphasizing that it is not separ ate from ordinary education. Japanese special education now officially recognizes seven categories of disability the blind and partially sighted, deaf and har.