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    Special Education

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    Shanice
    The document discusses the roles of teachers in realizing the National Philosophy of Education, Philosophy of Teacher Education, and Special Education Philosophy in Malaysia. It outlines implications for curriculum, educators, and educational institutions. The roles of teachers include referring to the National Philosophy in teaching and learning, being role models, educating students to be responsible and noble, and diffusing moral values. Implications involve oriented changes to curriculum, materials, programs, and facilities to produce balanced students and foster good values.

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    Special Education

    Uploaded by

    Shanice
    34 views18 pages
    The document discusses the roles of teachers in realizing the National Philosophy of Education, Philosophy of Teacher Education, and Special Education Philosophy in Malaysia. It outlines implications for curriculum, educators, and educational institutions. The roles of teachers include referring to the National Philosophy in teaching and learning, being role models, educating students to be responsible and noble, and diffusing moral values. Implications involve oriented changes to curriculum, materials, programs, and facilities to produce balanced students and foster good values.

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    The document discusses the roles of teachers in realizing the National Philosophy of Education, Philosophy of Teacher Education, and Special Education Philosophy in Malaysia. It outlines implications for curriculum, educators, and educational institutions. The roles of teachers include referring to the National Philosophy in teaching and learning, being role models, educating students to be responsible and noble, and diffusing moral values. Implications involve oriented changes to curriculum, materials, programs, and facilities to produce balanced students and foster good values.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    34 views18 pages

    Special Education

    Uploaded by

    Shanice
    The document discusses the roles of teachers in realizing the National Philosophy of Education, Philosophy of Teacher Education, and Special Education Philosophy in Malaysia. It outlines implications for curriculum, educators, and educational institutions. The roles of teachers include referring to the National Philosophy in teaching and learning, being role models, educating students to be responsible and noble, and diffusing moral values. Implications involve oriented changes to curriculum, materials, programs, and facilities to produce balanced students and foster good values.

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    of 18

    6

    27 Sept – 1 Okt
    2020
    ● Special Education Philosophy
    ● Role of teachers in realization of National Philosophy of Education,
    Philosophy of Teacher Education, Special Education Philosophy
    ● Implications of National Philosophy of Education (FPK), Philosophy of
    Teacher Education(FPG) and Special Education Philosophy on the Malaysian
    Education System
    What is special education?
    • Special education means specially designed individualized or group
    instruction or special services/programs to meet the unique needs of
    students with disabilities. Special education services and programs
    are provided at no cost to the parents.
    • In New York State, special education is provided for preschool
    students (ages 3 to 5) and school-age children (ages 5 to 21).
    • Special education includes learning disabilities (such as
    dyslexia), communication disorders, emotional and behavioral
    disorders (such as ADHD), physical disabilities (such as
    osteogenesis imperfecta, cerebral palsy, muscular dystrophy,
    spina bifida, and Friedreich's ataxia), and developmental
    disabilities
    • The general philosophy of special education is that all people have
    the ability to learn, regardless of their particular disabilities. The trend
    in public education has shifted from isolating special
    education students in separate classrooms to mainstreaming them in
    the regular classroom for at least part of the day
    purpose
    • The purpose of special education is to enable students to successfully
    develop to their fullest potential by providing a free appropriate
    public education in compliance with the Individuals with Disabilities
    Education Act (IDEA)
    objectives of special education
    • The specific objectives of special education shall be the development
    and maximization of learning competencies, as well as the inculcation
    of values to make the learners with special needs a useful and
    effective member of society.
    Top 10 Traits of a Special Education Teacher
    • Organization. One of the core skills that will help a teacher every day in the
    classroom is the ability to be highly organized. ...
    • Creativity. ...
    • Highly intuitive. ...
    • Calming nature. ...
    • Detail-oriented. ...
    • Deadline-oriented. ...
    • Adaptability. ...
    • Even tempered.
    • Good sense of humor.
    • True love of children
    Role of teachers in realization of National Philosophy
    of Education, Philosophy of Teacher Education,
    Special Education Philosophy
    WHAT ARE THE ROLES OF
    TEACHERS?
    (in realization of National
    Education Philosophy)
    • Always refer to the FPK in the T&L process.
    • The subject we teach must be able to produce
    individuals who are intellectually, spiritually,
    emotionally, and physically balanced and
    harmonic.
    • Always enhance and encourage the students to
    show their talents in order to produce
    multi-intelligence’ citizens.
    • Be the role-model to the students.
    • Educate the young generations to be responsible
    and noble.
    • Instil the students as much knowledge as possible
    and to be competent.
    • Taking care of the student’s discipline, welfare and
    also diffuses the moral values into the students.
    • Encourage and educate the students to contribute
    to others.
    Role of Teachers
    • Teachers ought to equip themselves with general and specific
    knowledge in various subjects especially those in KBSR, KBSM and
    related to the professional teacher training programmes.
    • Teachers ought to follow teaching-learning activities according to the
    aims of FPG, especially to develop individuals so as build a united,
    democratic, progressive and disciplined society.
    • Teachers need to enhance and practice noble values, and
    professional ethics on themselves as well as their pupils.
    • Teachers need to carry out their responsibility and accountability fully
    so as to become good teachers, and practice what have been learned.
    • Teachers need to make use of the knowledge and skills acquired,
    including professional values, so as to enhance the development of
    pupils in various fields of learning.
    Implications of National Philosophy of
    Education (FPK), Philosophy of Teacher
    Education(FPG) and Special Education
    Philosophy on the Malaysian Education System
    Implications for the curriculum
    • Oriented syllabus changes to the integrated program.
    • Changes in educational materials that emphasizes the
    values ​embedded in all subjects.
    • Change-oriented educational programs to produce students with a
    balanced and harmonious.
    • Changes in the education system oriented toward general education.
    • Change the appropriate syllabus for the training of students in
    vocational skills and technology.
    Implications for educators:
    • Educator own personal attitude change with a positive outlook and
    vision to work for the realization of aims and FPN.
    • Professional change with a change in strategy and appropriate
    teaching techniques to produce students who are knowledgeable,
    competent and honorable
    Implications for educational institutions:
    • Change facilities so that students have the opportunity to develop
    their potential intellectually, spiritually, emotionally, socially and
    physically, in a comprehensive and balanced.
    • Change school culture activities that are conducive to fostering good
    values ​in students' lives.
    • Changes in school climate that is conducive to produce students who
    love science, thus creating a reading culture among them.
    Implications
    • Helps a teacher to understand the theoretical foundations of
    education
    • Influencing his practices as a teacher
    • enriches and deepens personal experience;
    • gives intellectual credence to instinctive or intuitive practice;
    • provides pleasure in the exploration of educational ideas;
    • provides intellectual backing for educational views;
    • facilitates open-mindedness by presenting alternative perspectives

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