History of Special Education in Malaysia

Development of Special Education in Malaysia

• 1926: Establishment of Sekolah Rendah Pendidikan Khas (SRPK) St. Nicholas by the Anglican church in Malacca, marking the beginning of special education in Malaysia.
• 1931: SRPK St. Nicholas was relocated to Penang, extending special education services to a broader region.
• 1948: A significant milestone in special education as a boarding school, SRPK Princess Elizabeth, was established in Johor Bahru by the Department of Social Welfare (JKM).
• 1962-1963: The government introduced the Integrated Plan (Rancangan Percantuman) for children with visual impairment, incorporating specialized education into selected primary and secondary schools.
• 1977: The Integrated Plan for students with visual impairment continued to expand, aiming to provide inclusive education in mainstream schools.
• The establishment of Maktab Perguruan Ilmu Khas (MPKI) in Cheras played a crucial role in training special teachers in the field of visual impairment, further enhancing the development of special education in Malaysia.

Overview of Special Education in Malaysia

• The family institution and society, including religious societies, ethnic groups, parents, and NGOs, play important roles in special education.

Early History of Special Education in Malaysia

• The first Special Education Primary School, St. Nicholas, was established in Penang in 1926 for children with visual impairment.
• Princes Elizabeth School in Johor Bahru was established in 1949 for children with visual impairment.
• The Federation Special Education Secondary School in Penang was established for children with hearing impairment.

British Colonial Era and Social Movements

• Special education for visual impairment was pioneered by social movements of religious institutions during the British colonial era.
• The Anglican Mission built homes and St. Nicholas school for students with disabilities in Malacca in 1926, which was later transferred to Penang.

Government Involvement and Measures

• The government began to play a role in establishing special education schools, introducing measures to improve the quality of education.
• A new delivery model and whole communication approach were introduced to special education teachers for students with hearing impairment from 1979-1981 and 1984-1986.
• Training for special teachers began in 1962 in the field of education for children with visual and hearing impairment.
• The Special Education Unit, School Division of the Ministry of Education was established in 1964 to manage special education programs.

Policy and Collaboration

• The policy on special education is stated in the Education Act 1961, which emphasizes the importance of special schools.
• The government is responsible for providing physical facilities, support services, financial allocations, and expertise to special education.
• The United Nations Conference on the 1981 International Disabled People emphasized the importance of "full participation and justice" and not relying on "compassion of charity".
• The Malaysian government adopted a "collaboration concept" among the Ministry of Education, Ministry of Health, and Department of Social Welfare, focusing on six key aspects:
  • Early intervention and prevention of disabilities
  • Coordinating and monitoring program implementation
  • Prioritizing rural areas
  • Community-based specialized residential centers
  • Decentralizing centers, schools, and specialized classes
  • Establishing regional and international cooperation