6 Phases of SEN Historical Development

1. Clinical Phase (1920-1940) LD differentiated from other

disabilities
Recognized group of children different from children with
MR
Research took place in non-school setting where
students with LD received their education
2. Classroom Transition (1940-1960) classroom instruction
Focus more on theories
Emphasis started on reductions in external noises during
instruction
Visual-Motor: Cruickshank focused on distractibility &
hyperactivy, wrote influential methods text concerning
the education of individual with LD
Language: Samuel Kirk publication of the Illinois Test of
Psycholinguistic Abilities to identify visual & auditorybased language deficits
3. Consolidation Phase (1962-1975) political pressure to
consolidate various groups into one field
Term learning disabilities used for the first time
Early theory begin to be replaced by the behavioral
perspective
Kennedy created a national office the Division for
Handicapped Children to oversee research opened the
door for public funding
4. Expansion Phase (1975-1988) increase number of children
identified as services are ensured
Passage of Pl 94-142 in 1975: special ed. classes were
established nationwide.
Metacognition theory rises and takes the place of
behavior theory
5. Retrenchment (1988-2001) lack of adequate definition,
increased #s ID and questions about services provided with
recommendations for inclusion
Definition problems and over-identification problems,
plus movement toward inclusion questioned the field of
special ed.
Controversy on whether inclusion can address the
specific needs of students with LD
Inclusion may reduce the stigma associated with special
education
6. Revitalization (2002-Present) Presidents Commission
recommend changes

Recommended simplifying the assessment procedures

for special education

4 Phases of SEN Historical Development in Malaysia

1. Before the early colonial period (before 1900)
There was no unified education system for people in
Malaysia
Schools were developed for the elite groups
Sekolah Pondok (shed school) accept students with
disabilities: Focus was on the teaching and learning of
Islamic values and lifestyles.
2. Pre-independence (1900-1957)
Formation of first school for students with visual
impairment: Princess Elizabeth Special Education School
in Johor Bahru by the British Strait Government in 19481950. 6 years later, Federal School for Deaf Children in
Penang was formed
These 2 schools represented the early initiatives in
special education made by the Federal Government of
Melaya
The emphasis on bio-medical definitions of disabilities
led to a welfare model in policy and practice whereby
individuals with disabilities were to be helped and to be
taken care of.
3. Post-independence (1957-1990)
Malaysian Federal Government began to integrate
special education as an aspect of public education.
Malaysia adopted socio-welfare model in education
planning where public education was made accessible to
all students.
The argument for an inclusive educational model began
to be heard.
4. Modern Malaysia (1990 to present)
The first pre-service special education teacher
preparation programme was initiated in collabo-ration
with three universities in the UK in 1993.
In 1996, the Education Act was implemented where the
terms special education and special school were
officially defined for the first time in Malaysian la.
Person with Disabilities Act (PWD)-The Act embodies
a paradigm shift from a welfare model to a human rights
model, which promotesequal and full participation in
society.

Guru Penolong Kanan (GPK) Pentadbiran, GPK Hal Ehwal Murid, GPK
Kokurikulum Peranan
Membantu merancang dan menyelaras perlaksanaan PPI.
Membantu merancang dan menyelaras keperluan bahan
bantu belajar dan kebajikan MBK.
Menyelaras permohonan Elaun Murid Khas (EMK).
Penempatan MBK di PPI perlu mengambil kira perkara berikut:
Melepasi tahap penilaian menggunakan instrumen yang
ditetapkan oleh KPM.
Umur MBK hendaklah mengikut kohort umur murid di arus
perdana atau tambahan satu tahun sahaja daripada umur
murid di arus perdana.
Saiz kelas arus perdana yang menjalankan PPI sebaikbaiknya mempunyai bilangan murid kurang daripada 35
orang;
MBK yang ditempatkan di PPI tidak lebih daripada lima orang
di setiap kelas;
MBK ditempatkan di kelas yang setara dengan pencapaian
mereka;
Kelas PPI sebaik-baiknya berada di aras bawah bangunan
sekolah bagi MBK yang menggunakan kerusi roda; dan
Penempatan MBK di PPI hendaklah mendapat kebenaran
daripada ibubapa secara bertulis