Moving forward or standing still? A reflection of ‘special’ educational provision in Malaysia.
This paper investigates influential discourses embedded within policy documents and policy-makers’ accounts to trace special education development in Malaysia. With a heavy reliance on the medical model, the distinction of the ‘educable’ and ‘ineducable’ based on self-care abilities is incongruent w...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 37; no. 4; pp. 600 - 614 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=116395704&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 116395704 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2016 vid: 37 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116395704 10.1080/01596306.2015.1073023 ppf: 600 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: Moving forward or standing still? A reflection of ‘special’ educational provision in Malaysia. aug: au: Chong, Pei Wen affil: Faculty of Education, Liverpool Hope University, Liverpool, UK su: Special education Education policy Education Medical model Schools Students with disabilities Malaysia sug: subj: Malaysia Special education Education policy Education Medical model Schools Students with disabilities keyword: discourse analysis policy-making Spìial/inclusive education Spìial/inclusive education ab: This paper investigates influential discourses embedded within policy documents and policy-makers’ accounts to trace special education development in Malaysia. With a heavy reliance on the medical model, the distinction of the ‘educable’ and ‘ineducable’ based on self-care abilities is incongruent with inclusive ideals that support learner diversity. The diagnosed disability types of students bear a strong influence on their educational settings and learning pathways, leading to many students with physical impairments relegated to community care centres outside the schooling system. The proportion of pupils in special schools remains low, yet special classes are expanding exponentially resulting from growing diagnoses of various kinds of learning disabilities, particularly the category of ‘slow learner’. This calls into question whether the increasing use of special classes leads to an improvement of support provision or the growing failings of the Malaysian general education system. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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