“If they can’t learn the way we teach, we teach the way they learn”

Dr O. Ivar Lovass

IEP which is short for Inclusive Education Programme (IEP)  is a programme designed for students with Special Education Needs (SEN)  to be put together with  other regular students in the mainstream curriculum. Claims on the needs of inclusive education in the world are increasingly evident with special education conventions such as Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994), Convention on the Rights of Persons with Disabilities (UNESCO 2006) and BIWAKO Millennium Framework Oshi Japan (Escap, U. 2002) .

The Malaysia Education Blueprint 2013-2025 has stated that based on international best practices and existing policies, the Ministry of Education Malaysia is committed to increasing the number of students with special needs in the Inclusive Education Program. In this regard, a charter under the equity aspirations, “Enhanced Enrollment of Special Needs Students Enrollment in Inclusive Education Program” has been set up as one of the 25 key initiatives in the 1Agenda Bersepadu Kementerian Pendidikan Malaysia in 2013 (Blueprint 2013-2025. (2013). Ministry of Education, Malaysia). On that note however, Zaharah (2014) stated that although the Inclusive Education Programme has long been implemented in Malaysia nevertheless it is still not as widespread as it should be mostly due to the ambiguity of the terms and other more pressing constraints concerning teacher training, curriculum design and infrastructure.

Teaching an Inclusive Education course is a rather challenging feat generally because it is very theory-laden. As teacher educators, we wanted to incorporate some real life experiences for our teacher trainees so that they can see what it is like to work alongside students with disabilities and one of the ways of doing this was inclusivity through sports. In doing so, we got in touch with the Special Olympics Sabah (SOS). Special Olympics (SO) is a non-profit international organization and the world’s largest sports organization for children and adults with intellectual (learning) disabilities (ID)  The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and in 1999 and includes almost all the major districts in Sabah.To date, there are currently 100 athletes under training and competing all year round in the sports of their choice.

One of the programmes that our teacher trainees were encouraged to participate in is the Unified Games. Unified Games are sports events which combine children with disabilities and regular children. This is the very core of what inclusive education should be built upon and it is pivotal for our teacher trainees to see and experience this. Teacher trainees of the Institute of Teacher Education Gaya have been volunteering for a range of programmes organized by SOS which include the Borneo International Marathon 3KM Run in 2017 and 2018, The Unified Family and Athletes Zumba and the Special Olympics Sabah Family Day in 2018. In volunteering for these programmes, our trainees are able to translate the theoretical knowledge into actual practice by working closely and inclusively with special needs children. It is hoped that this invaluable experience and opportunity will prepare them for actual inclusivity when they are posted to schools with Inclusive Education programmes.

“Let me win, but if I cannot win, let me be brave in the attempt.”

(The Special Olympic Oath)

References

Ministry of Education Malaysia. (2013). Malaysian Education Blueprint 2013-2025. Ministry of Education, Malaysia.

Escap, U. (2002). Biwako Millennium Framework for action towards an inclusive, barrier-free and rights-based society for persons with disabilities in Asia and the Pacific. United Nations Economic and Social Commission for Asia and the Pacific 28.

UNESCO. (1994). The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 7-10 June 1994. Unesco.

UNESCO. (2006). Education for all: literacy for life; EFA global monitoring report.

Zaharah, B.(2014) Kajian Kes Ke Atas Program Pendidikan Inklusif Di Sekolah Aliran Perdana.

Written by Shubashini Suppiah and Sonny Teh Eng Chong