Inclusive Education: Perception, Practice and Implementation within Malaysia

Abstract

Disability-inclusive education is quickly becoming an important focus in today’s global education trends. Several defining agreements have already championed the individual child’s right to education in an inclusive setting – from international conventions to operative statements at ministries and schools. Despite many countries ratifying these treaties, their education systems are still based on integration rather than inclusion. The concept of inclusion is also not well understood, possibly because of the lack of standardised definition worldwide. By implementing the best practice of inclusive education, such policies can be further strengthened, and the number of students enrolled in inclusive education will increase as well. Malaysia’s implementation of this best practice has resulted in stronger definitive legislation and policies, as well as a higher number of students with Special Education Needs (SEN) enrolled in the inclusive education programme. Further recommendations to reinforce the concept of inclusion within the Malaysian education system are finally suggested to policymakers to ensure future Malaysian students with disabilities can benefit from disability-inclusive education more fully.