Placement of Children with Learning Disabilities

Learning Process of the Special Needs Population

Placement of Children with Learning Disabilities

• Until the 1970s, special education was in its infancy, and placing children with learning disabilities in proper programs and settings was a challenge.
• With the recent development of special education and the passing of legislation, funds are now available to supplement the education of these children.
• Efforts are being made to evaluate and place more children in the right environments, leading to an increase in "special" programs.

Continuum of Educational Services for SEN Students

• The continuum of educational services for SEN students consists of six levels:
  • Level 1: General Education classroom with consultation from specialists
  • Level 2: General Education Classroom; cooperative teaching or co-teaching
  • Level 3: Part-time placement in special education classroom
  • Level 4: Full-time placement in special education classroom in a general education school
  • Level 5: Special school or residential settings
  • Level 6: Residential school, treatment centre or homebound instruction

What Works in Educating Students with Disabilities?

• Intervention models can have a positive impact in:
  • Improving academic outcomes for students with disabilities
  • Improving relationships between students with and without disabilities
  • Reducing referrals for special education

Early Identification/Intervention Programme (EIP)

• Early identification of children's learning needs must have procedures in place to identify each child's level of development, learning abilities, and needs.
• The EIP team consists of:
  • Teachers with special education training
  • Speech language pathologists
  • Physiotherapists
  • Occupational therapists
  • Teacher aides/assistants
  • Counsellors
  • Audiologists

Role of EIP Team Members

• Classroom teacher:
  • Observes students using early identification guide
  • Fills out an individual student profile for each student
  • Discusses profiles with the school resource teacher and principal to determine which students have specialized learning needs
• Learning resource teacher:
  • Assists with observation of students if requested by the classroom teacher
  • Assists with the nomination of students for speech/language screening
  • Refers students to appropriate board services, including student services, speech/language services, and assessment services
• Principal:
  • Ensures that the early identification process is followed as outlined in the board guide
  • Provides information to the central office regarding statistics and other information as requested
  • Ensures follow-up of actions outlined for individual students
• Parents:
  • Provide information about their child
  • Provide follow-up requested by the school to support their child's needs
  • Meet with the school personnel to discuss their child's needs

Considerations in Planning Intervention Programmes

• The child's assessment through a multidisciplinary team evaluation and in-depth assessment of every aspect of child development
• The Individualised Educational Programme (IEP) must consider:
  • Least restrictive environment
  • Family involvement
• Translating goals and intended outcomes into a plan program of activities
• Evaluation of the extent to which the actions have accomplished the outcomes

Why EIP is Important

• Improves both developmental, social, and educational gains
• Reduces the future costs of special education, rehabilitation, and health care needs
• Reduces feelings of isolation, stress, and frustration that families may experience
• Helps alleviate and reduce behaviours by using positive behaviour strategies and interventions

Who Decides Educational Placement for SEN Students?

• Overseas administration: varies by country
• Malaysian administration: depends on the child's condition and parents' decision

Enrolling Procedures

• Special education school programme: parents may proceed to enroll their children in this programme
• Integration/Inclusive programme: parents have to register their children at the Special Education Unit at each State Education Department

The Malaysian System

• Role of:
  • Ministry of Health
  • Ministry of Women, Family and Community Development
  • Department of Welfare and Social
  • Ministry of Education
  • NGOs

Flow of Management for Children with Special Needs (0-18 y.o) in MOH

• Step 1: Initial Assessment
• Step 2: Confirmation of Disability
• Step 3: Detailed Assessment by a Multidisciplinary Team
• Step 4: Treatment Planning
• Step 5: Treatment Begins
• Step 6: Follow-up Treatment and Re-assessment
• Step 7: Proper placement in pre-school/special school/vocational school

Factors Affecting Attainment of Positive Results

• Strong leadership and collaboration
• Refocused use of assessments and funding
• Effective parental and family support
• Student and classroom accommodations
• Building a sense of community in the classroom
• Involvement of and support provided to parents

Positive Learning and Social Results Using Inclusive School Practices

• Skill Area: Academic/Learning
  • Higher quality IEPs
  • Higher levels of engaged time in general education
  • Higher levels of engaged time for elementary students
  • Disruptions to classroom learning time not associated with students with significant disabilities
  • Students with disabilities learn targeted skills in general education classrooms
• Skill Area: Social
  • High school students report positive attitudes, increased responsiveness to needs of people, and increased appreciation for diversity
  • Students with disabilities in general education settings are alone less often and display more social contact
  • Demonstrated gains in social competence for students in inclusive settings