TSLB3132

INCLUSIVE
EDUCATION

TOPIC : INCLUSIVE
PEDAGOGY

INSTITUT PENDIDIKAN
GURU MALAYSIA

1
 BACKGROUND
 Malaysian Education Blueprint (2013-2025) which was
launched on 6 September 2013.
• One of the policies in the
blueprint is the emphasis
on SEN.
Groups With Specific Needs (pg. 4-
15
The Ministry will ensure that
students with specific needs, such
as students with special needs,
indigenous and other minority
students like Orang Asli and Penan,
gifted students and students in under-
enrolled schools have the opportunity
to get a high quality education that is
relevant to their needs.
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Meaning of inclusive pedagogy

Inclusive
pedagogy happens when
children with and without
disabilities participate
and learn together in the
same classes.

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Thus, inclusive pedagogy is important for SEN
students so that these students can learn with
the mainstream students

If we fail to organise IE well and SEN

students needs are not being fulfilled
specificly, most probably they will be left
out from the education system and will
not achieve their full potential....
- Pelan Pembangunan Pendidikan Malaysia; 4-16

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 LITERATURE REVIEW
 Florian (2013), . . . inclusion kepelbagaian
tahap kemampuan dan keupayaan,
mewujudkan peluang-peluang pembelajaran
yang cukup untuk semua pelajar dan bukannya
mengecualikan mereka daripada apa yang
lazimnya berlaku di dalam bilik darjah.

 Elemen inklusif - penekanan bagi memberi

ruang dan peluang untuk semua murid yang
berbeza tahap supaya murid dapat melakukan
aktiviti berdasarkan kemampuan mereka,
selari dengan matlamat pengajaran dan
pembelajaran yang dihasratkan.

5
 LITERATURE REVIEW
 Moriaty (2007), pedagogi inklusif memberi
peluang untuk semua murid tanpa mengira
jantina serta status sosioekonomi, bangsa atau
kebolehan kognitif. . . . pelbagai gaya
pembelajaran membolehkan murid mencapai
hasil pembelajaran yang dihasratkan.

 Booth et. al (2000), . . . pedagogi inklusif ialah

proses meningkatkan penglibatan murid
dan mengurangkan jurang sosiobudaya,
komuniti dan kurikulum sekolah aliran perdana.

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Summary of Literature Review

IP : Specific T&L process

to cater for multiple
abilities, skills, gender
and dificiency faced by
certain students in the
class.
Konsep dari IPGKIK
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 IP provides opportunities for SEN
students with learning disabilities,
visual impairment and hearing
impairment to learn in a normal class
together with their peers
 SEN stds are provided with guidance
from the class, subject or special
education teacher to ensure that
these stds learn more effectively
 Definition of IP
IP is a method of teaching
that incorporates dynamic
practices and learning styles,
multicultural content, and
varied means of assessment
with the goal of promoting
students academic success,
as well as social, cultural and
physical well-being
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Inclusive Pedagogy Elements

Equal opportunity for students’

involvement.

Teachers’ treatments to the students

Various activities according to

Students’ level

Various resources for T & L

Rumusan dapatan 20 kajian amalan PI

(2014-2015) IPGKIK
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Summary of Inclusive Pedagogy
Autonomy
Conduciv
Student
e
initiative
environm learning
ent

Students’
Support
responsibil group
ities

Students’ Inclusive Multiple

Pedagogy methodolog
needs (IP) ies

Collaborati Loving
ve student attitude

Multiple Different
deliveries tasks
Collaborati
ve partners
/community
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 KSSR MEBP (2015-
KSSM ~21st Century Pedagogy 2025)

T& L
• Classroom Teacher
management • Concern
• Pedagogy- • Skills
Content • Knowledge
• Modular • Attitudes
Approach
• T&L Resources ~Softskills
HOTS Inclusive ~EQ
Pedagogy
Assessment
Murid
• Class
• Autonomy/
assessment
Independence
• On going process
• Opportunity
• Focuss on JERI &
• Students’ Level
Students’
• Cross-cultural
potential
• Sharing Pemuafakatan
Schools’ Leadership
and Administration UNESCO Komuniti
~Infrastructure 4 Pillars ~Professional
~Infostructure Learning Community
IP CONCEPTUAL FRAMEWORK ~Parents’
involvement or
End of
phase 1
Teaching strategy and
techniques of students
with learning
disabilities/visual
impairment/hearing
impairment

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MURID
MASALAH
PEMBELAJARAN
 Definisi

STRATEGI
PdPc

Kategori
Ciri-
Ciri
Definisi

• Kanak-kanak yang
telah dikenalpasti dan
disahkan oleh pakar
profesional klinikal
sebagai mengalami
kecacatan yang boleh
mengganggu proses
pembelajaran.
CIRI-CIRI

Tidak memberi
Masalah tumpuan.
respon yang sesuai

Kesukaran bahasa Kurang kemahiran

pertuturan. sosial

Masalah penulisan Kesukaran

(written language) membaca

Kesilapan
Perbendaharaan
tatabahasa dan
kata yang terhad
ayat

Pengulangan yang
keterlaluan
 Kategori Kecacatan Murid
Masalah Pembelajaran

SINDROM CEREBERAL TERENCAT SPINA

HYPERAKTIV DISLEKSIA
DOWN PALSY AUTISME AKAL BIFIDA
MURID
MASALAH
PENGLIHATAN
 Definisi

STRATEGI
PdPc

Dua Ciri-
keadaan
Ciri
Definisi

• Kanak-kanak yang
memerlukan
pendidikan khas
kerana menghadapi
masalah
penglihatan.
 Dua Keadaan

• Sight Impaired
Penglihatan
Terhad (rabun)

• Totally Blind
Buta
 Perkembangan
Bahasa

Keupayaan Intelek

Keupayaan

Ciri-Ciri
Konseptual

Keadaan Fizikal dan

Mobiliti

Kemahiran Visual

Penyesuaian Sosial

Deria Halangan/
Perlakuan Stereotaip
MURID
MASALAH
PENDENGARAN
 Definisi

STRATEGI
PdPc

Dua Ciri-
keadaan
Ciri
Definisi

• Kanak-kanak yang
memerlukan
pendidikan khas
kerana menghadapi
masalah
pendengaran
 Dua Keadaan

• Kehilangan
Kurang Pendengaran
pendengaran
Separa

• Kehilangan
Pekak Pendengaran
Sepenuhnya
 Sukar mendengar bunyi-bunyi
perlahan

Tidak dapat mendengar

sebarang bunyi

Ciri-Ciri
Keupayaan Konseptual

Menghadapi masalah
pertuturan

Menghadapi masalah
komunikasi ekspresif,
reseptif, membaca dan
menulis

Sukar melibatkan diri dalam

kumpulan perbincangan
secara kelas

Mempunyai tahap keyakinan

diri yang rendah
 TUTORIAL TASK

Group Work
 Discuss and give feedback on
-basic concept in inclusive pedagogy
-adapting the curriculum and
teaching materials

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ADAPTATING THE CURRICULUM

A teacher should be able to adapt the

curriculum and teaching materials to
ensure the T&L objectives planned are
achieved.
Two framework
 Universal Design for Learning (UDL)
 Differentiated Instruction (DI)

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 Universal Design for Learning
(UDL)
 Universal Design for Learning (UDL) is a
way of thinking about teaching and
learning that helps give all students an
equal opportunity to succeed.
 This approach offers flexibility in the
ways students access material, engage
with it and show what they know.
 Developing lesson plans this way helps all
kids, but it may be especially helpful for
kids with learning and attention issues.

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 The goal of UDL is to use a variety of teaching
methods to remove any barriers to learning and
give all students equal opportunities to succeed.
It’s about building in flexibility that can be
adjusted for every student’s strengths and
needs. That’s why UDL benefits all kids.
 This approach to teaching doesn’t specifically
target kids with learning and attention issues.
But it can be especially helpful for the 1 in 5
kids with these issues—including those who
have not been formally diagnosed. It can also
be very helpful for English language learners.

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 Three Main Principles of UDL

UDL is a framework for how to develop

lesson plans and assessments that is based
on three main principles:
 Representation: UDL recommends
offering information in more than one
format. For example, textbooks are
primarily visual. But providing text,
audio, video and hands-on learning gives
all kids a chance to access the material in
whichever way is best suited to
their learning strengths.

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 Three Main Principles of UDL

 Action and expression: UDL suggests

giving kids more than one way to interact
with the material and to show what
they’ve learned. For example, students
might get to choose between taking a
pencil-and-paper test, giving an oral
presentation or doing a group project.

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 Three Main Principles of UDL

 Engagement: UDL encourages teachers

to look for multiple ways to motivate
students. Letting kids make choices and
giving them assignments that feel
relevant to their lives are some examples
of how teachers can sustain students’
interest. Other common strategies
include making skill building feel like a
game and creating opportunities for
students to get up and move around the
classroom.

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 Other examples of UDL in the
classroom include letting students
complete an assignment by making a
video or a comic strip. To get a deeper
understanding of UDL, it also helps to see
how it’s different from a traditional
approach to education.

 UDL isn’t specifically for kids with learning and attention issues.
But it attempts to build in flexibility that can be adjusted for
every student’s strengths and needs.

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 Explore this chart that compares UDL and traditional
education side by side.
In the traditional
classroom
Teaching focuses
on what is taught.
The primary focus is on
teaching the subject matter
students need to learn.
Lessons are designed and
taught with a “typical”
student in mind.
That often means the
teacher will present the
material in one way for the
entire class.
A lesson on the Civil War,
for instance, might involve
the teacher lecturing the
class and writing facts and
dates on the board.
In the UDL classroom
Teaching focuses on both what is
taught and how.
The primary focus is on finding ways to
teach the material to the many types of
learners in a classroom. Teachers plan
lessons to address a wide range of needs
and strengths. There’s no “typical”
student.
The teacher will present the material in a
variety of ways. A lesson on the Civil War
might include a traditional lecture. But
there might also be a video for students
to watch or an online class forum for
discussion. There might even be a board
game that students play to understand
the history of the war.
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Explore this chart that compares UDL and traditional
education side by side.
In the traditional In the UDL classroom
classroom

Accommodations are for Accommodations are for all students.

specific students.
Accommodations are only for
students with an IEP or a 504
plan, the goal being to help
these students learn the same
material as their classmates.
For instance, a student with
accommodations listed in an
IEP or 504 plan might get an
alternate format for a book,
like an audiobook. But
alternate formats aren’t
available to the whole class.
The accommodations some kids might get in
their IEPs and 504 plans are available to all
students. The idea behind this is that all kids
may benefit from multiple formats. Some say,
too, that providing accommodations for all can
reduce stigma students may feel about using
accommodations.
For instance, if a lesson relies on a book, the
book will be available to the entire class in
multiple forms. That includes text-to-speech,
Braille, digital text and large print.

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 Explore this chart that compares UDL and traditional
education side by side.
In the traditional
classroom
The teacher decides how the
material is taught.
The teacher teaches in one
way for the whole class, and
all students are expected to
learn in that way.
The classroom has a fixed
setup.
It looks like a traditional
classroom—desks lined up in
rows or grouped in pods. The
teacher stands in front and
teaches to the whole class at
once.
In the UDL classroom
The teacher works with the student to decide
how the student will learn the material.
Teachers and students work together to set
individual learning goals. Each student gets to make
choices about how to accomplish personal goals.
The aim to is to have the student
understand how she learns and become an “expert
learner.”
The classroom has a flexible setup.
The room is laid out with different spaces for
different kinds of work—quiet, individual work, small
and large group work, and group instruction.
Teaching is flexible, depending on the lesson and
student needs. The teacher moves around from
space to space, helping students as they work.
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 Explore this chart that compares UDL and traditional
education side by side.
In the traditional
classroom
There’s one way for a student
to complete an assignment.
There’s usually only one way for a
student to show what he knows.
For instance, a book report might
be assigned only as a written
essay.
Grades are used to measure
performance.
Students get periodic feedback on
how they’re doing through tests,
quizzes, projects and
assignments. But grades typically
aren’t used as part of an ongoing
discussion about goals and
learning.
In the UDL classroom
There are multiple ways to complete an
assignment.
There are many options for students to show
what they know, because students have different
strengths in how they express themselves.
For example, students can choose the format for
their book report, such as a video, slideshow
presentation or essay.
Grades are used to reinforce goals.
Students get continuous feedback on how
they’re doing. They’re encouraged to reflect on
their learning and whether they met lesson
goals. Grades feed into that discussion.
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thank you

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