Podcast
Questions and Answers
State FOUR advantages of early identification and intervention programme.
State FOUR advantages of early identification and intervention programme.
Early detection of issues, timely intervention, improved outcomes, better support.
List FOUR teams/authorities related to early identification and intervention programmes in school. Briefly explain TWO roles for each of them.
List FOUR teams/authorities related to early identification and intervention programmes in school. Briefly explain TWO roles for each of them.
- Ministry of Health: Conducts initial assessments and provides medical expertise. 2) Ministry of Women, Family and Community Development: Handles registration and placement for children with special needs. 3) Department of Welfare and Social: Manages detailed assessments and treatment planning. 4) Ministry of Education: Provides proper placement in pre-school/special/vocational schools.
Complete the flow of management for children with special needs. 1) Initial Assessment, 2) Confirmation of Disability, 3) Detailed Assessment by a Multidisciplinary Team, 4) ____, 5) ____, 6) ____.
Complete the flow of management for children with special needs. 1) Initial Assessment, 2) Confirmation of Disability, 3) Detailed Assessment by a Multidisciplinary Team, 4) ____, 5) ____, 6) ____.
Treatment Planning, Treatment Begins, Follow-up Treatment and Re-assessment
What is the main purpose of Early Identification (EI) strategies?
What is the main purpose of Early Identification (EI) strategies?
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The placement of children with learning disabilities into natural learning environments has helped address needs that were once considered.
The placement of children with learning disabilities into natural learning environments has helped address needs that were once considered.
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What is the significance of on-going planning in schools for meeting students' needs?
What is the significance of on-going planning in schools for meeting students' needs?
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Special Education Department in Putrajaya manages the __________ program.
Special Education Department in Putrajaya manages the __________ program.
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Match the following levels of educational services with their descriptions:
Match the following levels of educational services with their descriptions:
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Study Notes
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
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Description
This quiz covers the historical challenges of placing children with learning disabilities into proper educational programs and settings, specifically prior to the 1970s.
