The Implementation of Zero Reject Policy in Malaysia: A systematic Review
DOI:
https://doi.org/10.57142/picsar.v1i1.50Keywords:
Zero Reject Policy, Inclusive Education, SENAbstract
The Zero reject policy (ZRP) was policy introduced by Ministery of Education in Malaysia, December 2018 purposely to enhance the implementation of Education for All Policy in Malaysia. This systematic review was discuss to identify the factor that should be considerate in order to implement ZRP. The resercher used document analysis from previous research and the findings shown that, teacher knowledge, acceptance and readiness among the factor that influents the implementation of the ZRP in Malaysia.
References
Abdul Rahim Hamdan, Sihes, A. J., Ramli, J. & Ismail, M. (2005). Levels of Interest, Knowledge and Skills, Teacher Training and Teacher Workload of Special Rehabilitation Program of Pontian District National School, Johor. Program 21. Retrieved from http://eprints.utm.my/2231/1/5_7.pdf
Ahmmed, M., Sharma, U. & Deppeler, J. (2014). Variables affecting teachers ’ intentions to include students with disabilities in regular primary schools in Bangladesh (October): 37–41. doi:10.1080/09687599
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy 6(1): 7–16. doi:10.1080/20020317.2020.1729587
Armstrong, D., Armstrong, A. C. & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education 15(1): 29–39. doi:10.1080/13603116.2010.496192
Arnold, E. (1994). Thinkers and Pedagogues: Introductory Paper. World Futures 41(1–3): 44–48. doi:10.1080/02604027.1994.9972457
Athanases, S. Z. & Sanchez, S. L.(2020). ‘A Caesar for our time’: toward empathy and perspective-taking in new teachers’ drama practices in diverse classrooms. Research in Drama Education 25(2): 236–255. doi:10.1080/13569783.2020.1730170
Banks, L. M., Zuurmond, M., Monteath–Van Dok, A., Gallinetti, J. & Singal, N.( 2019). Perspectives of children with disabilities and their guardians on factors affecting inclusion in education in rural Nepal: “I feel sad that I can’t go to school.” Oxford Development Studies 47(3): 289–303. doi:10.1080/13600818.2019.1593341
Bruggink, M., Goei, S. L. & Koot, H. M. (2016). Teachers’ capacities to meet students’ additional support needs in mainstream primary education. Teachers and Teaching: Theory and Practice 22(4): 448–460. doi:10.1080/13540602.2015.1082727
Buchner, T. & Proyer, M.(2020). From special to inclusive education policies in Austria–developments and implications for schools and teacher education. European Journal of Teacher Education 43(1): 83–94. doi:10.1080/02619768.2019.1691992
Buli-Holmberg, J., Nilsen, S. & Skogen, K. (2014). Inclusive and individually adapted education in Norway results from a survey study in two municipalities focusing the roles of Headteachers, teachers and curriculum planning. International Journal of Special Education 29(1): 47–60.
Burns, M. K., & Dean, V. J. (2005). Effect of acquisition rates on off- task behavior with children identified as giving learning disabilities. Learning Disability Quarterly, 28, 273 – 281
Callender, W. A. (2017). Teaching and Learning in Secondary Schools. Using RTI in
Clark, S. & Newberry, M. (2019). Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences. Asia-Pacific Journal of Teacher Education 47(1): 32–47. doi:10.1080/1359866X.2018.14977
Department of Education. (2005). Guidelines for Inclusive Learning Programmes Your Constructive Inputs To These Draft Guidelines Will Be (June): 1–115.
Education Act 1996 (Act 550) & Selected Regulations.(1998). Kuala Lumpur: International Law Books
Florian, L., Young, K. & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education 14(7): 709–722. doi:10.1080/13603111003778536
Goodwin, A. L. & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development 17(3): 334–346. doi:10.1080/13664530.2013.813766
Han, S. (2016). Teaching diversity: a reflexive learning opportunity for a teacher educator. Teaching Education 27(4): 410–426. doi:10.1080/10476210.2016.1192115
Harris, N. & Davidge, G. (2019). The rights of children and young people under special educational needs legislation in England: an inclusive agenda? International Journal of Inclusive Education 23(5): 491–506. doi:10.1080/13603116.2019.1580923
Hussin, S., Quek, D. & Cheong, L. S. (2012). Policy into Practice : The Challenge for Special Education in 3–5.
Kaushik, B. (2018). Zero rejection policy in admission of children with special needs – Myth or reality. Disability, CBR and Inclusive Development 29(2): 118–127. doi:10.5463/DCID.v29i2.690
Lawrence- Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards- based learning that benefit the whole Class. American Secondary Education. 32, 34 – 63.
Lee, L. W. & Low, H. M. (2014). The evolution of special education in Malaysia. doi:10.1111/1467-8578.12048
Lessard, A., Fortin, L., Butler-Kisber, L. & Marcotte, D. (2014). Analyzing the discourse of dropouts and resilient students. Journal of Educational Research 107(2): 103–110. doi:10.1080/00220671.2012.753857
Liu, Y., Wu, N. & Chi-Kin Lee, J. (2019). Changes of Chinese exchange teacher candidates’ professional beliefs in the ‘reciprocal learning in teacher education and school education between Canada and China’ project. Teachers and Teaching: Theory and Practice 25(6): 664–683. doi:10.1080/13540602.2019.1666708
Liyana Ahmad Afip, N. F. H. & K. Z. (2013). Perceptions and Experiences of Special Education Teachers in Dealing with Dyslexia Problems in Literacy Skills. School of Languages, 1–14.
Lo, L. N. K. (2019). Teachers and teaching in China: a critical reflection. Teachers and Teaching: Theory and Practice 25(5): 553–573. doi:10.1080/13540602.2019.1632823
Lynch, S. & Adams, P. (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 40(3), 36–39. doi:10.1177/004005990804000303
MacAllister, J. & Riddell, S. (2019). Realising the educational rights of children with special and additional support needs: paradigm change or more of the same? International Journal of Inclusive Education 23(5): 469–472. doi:10.1080/13603116.2019.1580927
Malaysia Education Ministry. (2013). Education Development Master Plan (PIPP). Kuala Lumpur: Education Policy Planning and Research Division, Ministry of Education Malaysia.
Malaysia Education Ministry. (2019). The concept of inclusive education programs. Ministry of Education Malaysia 1–5. Retrieved from http://www.moe.gov.my/images/Bahagian-pendidikan-khas/Program-Pendidikan-Inklusif/PROGRAM-PENDIDIKAN-INKLUSIF.pdf
Malaysia, M. O. E. (2018). Quick Facts 2018. Mininistry of Education, Malaysia 1–48. Retrieved from https://www.mdanderson.org/documents/about-md-anderson/about-us/facts-and-history/quick-facts.pdf
Maulana, R., Helms-Lorenz, M. & van de Grift, W. (2015). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement 26(2): 169–194. doi:10.1080/09243453.2014.939198
Miles, S. & Singal, N. (2010). The Education for All and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education 14(1): 1–15. doi:10.1080/13603110802265125
Ministry of Education Malaysia. (2018). Annual Report 2018: Malaysia Education Development Plan 2013-2025. Ministry of Education Malaysia 1–96. Retrieved from https://www.moe.gov.my/en/muat-turun/penerbitan-dan-jurnal/pppm-2013-2025-pendidikan-prasekolah-hingga-lepas-menengah/laporan-tahunan-2018/3283-laporan-tahunan-bm/file
Ministry of Education Malaysia. (2019). Quick Facts 2019: Malaysia Educational Statistics. Ministry of Education, Malaysia 1–48. Retrieved from https://www.moe.gov.my/en/penerbitan/1587-quick-facts-2018-malaysia-educational-statistics-1/file
Ministry of Education, M. (2018). Professional Circular Letter Number 4 Year 2018 - GUIDELINES FOR MANAGING STUDENTS AT RISK OF DROPPING OUT OF SCHOOL. Retrieved from www.moe.gov.my
Mohamed, G., de Lange, N. & Bezuidenhout, F. J. (2018). Quality Education for All Using a Generic Mentoring Framework. South African Review of Sociology 49(3–4): 55–77. doi:10.1080/21528586.2018.1550668
Molosiwa, A. & Boikhutso, K. (2016). Low educational participation of marginalised children in Botswana’s rural and remote schools: Interface between cultural, structural and institutional factors. Africa Education Review 13(2): 48–63. doi:10.1080/18146627.2016.1224097
Mughal, A. W. & Aldridge, J. (2017). Head Teachers’ Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan. Educational Studies 53(4): 359–376. doi:10.1080/00131946.2017.1307196
Nadhir A.N Nasir, Alfa Nur Aini Erman Efendi (2016). Special education for children with disabilities in Malaysia: Progress and Obstacles. Proceedings Geografia Online Malaysia of Society and Space 12 issue 10 (78-87)
Norliah Mohd Amin & Mohd Hanafi Mohd Yasin. (2016). Implementation of inclusive education programs for students with special needs in the Malaysian Education Development Plan 2013 -2015. International Conference on Special Education in Southeast Asia, (January), 28–35.
Ravenscroft, J., Davis, J., Bilgin, M. & Wazni, K.( 2019). Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability and Society 34(4): 629–656. doi:10.1080/09687599.2018.1561355
Riddell, S. & Carmichael, D. (2019). The biggest extension of rights in Europe? Needs, rights and children with additional support needs in Scotland. International Journal of Inclusive Education 23(5): 473–490. doi:10.1080/13603116.2019.1580925
Salend, S. J. (2005). Report Card Models That Support Communication and Differentiation of Instruction. Teacher Development, 37, 28–34.
The zero-reject policy in special education. (2015). 3: 273–298. doi:10.1177/1477878505057428
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.Alexandria, VA:ASCD
Tomlinson, C. A. (2000). Reconcilable Differences? Standards-Based Teaching and Differentiation Differentiation. Educational Leadership, 58(1), 6–11.
UNESCO. 2007. Education for All by (2015): Will we make it? Education for All Global Monitoring Report.Retrievedfromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.112.5597&rep=rep1&type=pdf
Unicef. (2007). A Human Rights-Based Approach to Education for All. Practice.
United Nations Educational Scientific and Cultural Organization. (2017). Global Education Monitoring Report: Accountability in Education- Meeting our commitments. Policy Brief. doi:10.1017/CBO9781107415324.004
Vantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., Struyven, K., et al. (2020). Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. Studies in Educational Evaluation 67(June): 100912. doi:10.1016/j.stueduc.2020.100912
Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers teaching efficacy and beliefs. Teachers and Teaching: Theory and Practice 22(2): 148–176. doi:10.1080/13540602.2015.1055435
World Conference on Education for All. (1991).World Leisure & Recreation 33(2): 43–44. doi:10.1080/10261133.1991.9673767
World Vision UK,(2007).Education’s Missing Millions: Including Disabled Children trought EFA FTI Processes and National Sector Plan. World Vision UK, Milton Keynes.
Zalizan & Noraini Mohd. Salleh. (2000). Inclusive Education: A Change in the Paradigm of Education. Report of the National Level Special Education Seminar 2000. Aminudin Baki Institute. 11 - 14 Jun 2000, p. 85 - 106
Zuki, N. H. M. & Rahman, N. S. N. A. (2016). Challenges Malaysian teachers face in the inclusion of autistic students in the normal classroom. 2015 4th International Conference on Advanced Computer Science Applications and Technologies (ACSAT) 4(2006): 120–130. Retrieved from http://irep.iium.edu.my/52058
Downloads
Published
Versions
- 2024-05-25 (2)
- 2022-09-30 (1)
How to Cite
Issue
Section
Categories
License
Copyright (c) 2022 Angstrom Centre of Education Conference Series
This work is licensed under a Creative Commons Attribution 4.0 International License.