Special Education 1997

8/10/2019 Special Education 1997

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The Education Act

1997 Special Education Part II 3 (2) of

section 41

All students with special needs can beeducated and able to take care of

themselves without relying on the help

of others, can be received in school


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Level

preschool,

regular day school for primary and secondary

technical or vocational schools, with separateteaching approach and semi-inclusive.

integration of special education is for learning

disabilities, sight, and hearing


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Education for all

Mental retardation,

Learning disabilities,

Emotional and behavioral disorders,

Communication disorders (speech andlanguage),

Hearing loss,

Blindness or low visibility, Physical and

Gifted people


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The conditions of admission to

special schools

Kindergarten (not less than 6 years old),

Primary (ages 6+ to 14+ years) and Secondary School (13+ to 19+ years)

All children must be approved by all three

panel.KPM, Welfare, Medical Officer.


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Disabled Persons Act 2002

Equalization of Opportunities and Full Participation (education, business /

employment, recreation, recovery, accessibility, Support Services, Social

Security

Related Provisions of Discrimination Based on Disability

Commission for Persons with Disabilities.

i. handle complaints

ii. to investigate

iii. Prosecution


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Objectives of this Act are:

(i) to ensure that persons with disabilities inCanada have the same rights under the law asother citizens

ii) to eliminate, as far as possible, discriminationagainst a person because of disability(disability) in some aspects of life

(iii) To promote recognition and acceptance of theprinciple that persons with disabilities are givenequal opportunities and full participation in

society to enable them to live as people who areentitled to in this country.


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Why People With Disabilities (PWD) are encouraged to register

with JKM?

Social Policy

a) That the government can know the actual number and distributionof the disabled in this country for the purpose of planning services,rehabilitation programs, early intervention, prevention, training andeducation.?

b) That the government can design the suitability of training programs,

education and rehabilitation for the disabled.?c) That the government would provide facilities to coincide with

disabilities.?

d) That the government can identify the disabled by type of disabilityor as an identification card for those dealing with the partiesconcerned.?

e) That the disabled can use the facilities and privileges by thegovernment.?

f) In order to obtain information Handicapped training programs,education and rehabilitation for the disabled


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The Benefits

Medical treatment

Rehabilitation services, continued treatment andvocational training

Academic education in special schools and institutions Financial aid, equipment and tools of artificial facilities

Consideration of disabled worker's allowance

Consideration of care and protection, education and

training institutions SWD / ngos in communityrehabilitation programme (CBR)

Employment opportunities in the public or private sector


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FEATURES AND FACILITIES FOR THE DISABLE

Educational Facilities

- monthly allowance of

RM300.00 per month. Ease In Daily Activities

- These include "ram" and"railings" appropriate accessfor wheelchairs, specialelevator with appropriatedesign, parking, special

toilets and so on.


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Facilities and Incentives Tax Relief

Ease of Public Transport (discount of 50%)

Housing facilities Medical Fee Exemption

Exceptions Payment of Travel Documents

Employment Opportunity (Circular Nos. 10/1988

issued where a quota of 1% of jobs in the publicsector is allocated to people with disabilities.)

50% Excise Duty Waiver On Car / MotorcycleNational People For The Handicapped


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Learning Problems category?

Medical diagnostics under this category include:

1. Late Development (Global Development Delay) (for children

children aged 3 years)?

5. The specific learning problems such as dyslexia, dyspraxia,

Hyperlexia, apraxia, etc.


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How prevalent are learning

disabilities?

Experts estimate that 6 to 10 percent of the

school-aged population in the United States is

learning disabled.

Nearly 40 percent of the children enrolled in the

nation's special education classes suffer from a

learning disability. The Foundat ion fo r Chi ldren

With Learning Disabi l i t iesestimates that thereare 6 million adults with learning disabilities as

well.


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DENIAL: "There is really nothing wrong!"

"That's the way I was as a child--not to worry!"

"He'll grow out of it!" BLAME: "You baby him!" "You expect too much

of him." "It's not from my side of the family."

FEAR: "Maybe they're not telling me the realproblem!" "Is it worse than they say?" "Will he

ever marry? go to college? graduate?"

ENVY: "Why can't he be like his sister or his

cousins?"

MOURNING: "He could have been such a

success, if not for the learning disability!"


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BARGAINING: "Wait 'till next year!" "Maybe the problemwill improve if we move! (or he goes to camp, etc.)."

ANGER: "The teachers don't know anything." "I hate this

neighborhood, this school...this teacher." GUILT: "My mother was right; I should have used cloth

diapers when he was a baby." "I shouldn't have workedduring his first year." "I am being punished forsomething and my child is suffering as a result."

ISOLATION: "Nobody else knows or cares about mychild." "You and I against the world. No one elseunderstands."

FLIGHT: "Let's try this new therapy--Donahue says it

works!" "We are going to go from clinic to clinic untilsomebody tells me what I want to hear.!"


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Sekian

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