A report by Bernama indicated that a significant 42.29% of Orang Asli students did not complete their studies up to Form Five in 2021. This was accompanied by data provided by former senator Datuk Isa Abdul Hamid, who highlighted that out of some 206,777 Orang Asli residing in Peninsular Malaysia, only 2% of their children successfully attained tertiary studies.
Developing these students outside the real-world context does not equip them to adapt to people of different profiles, as well as the complex dynamic realities we live in. Likewise, the removal of fellowship with special needs children hinders the fostering of respect and tolerance for those who are different.
How teachers can contribute to the fostering of inclusive education in classrooms is through the creation of a safe and supportive space where all students feel welcomed and valued despite their varying degrees of learning pace. Teachers may incorporate a variety of teaching methods such as visual aids, collaborative projects and hands-on activities to help everyone in the classroom move together towards development progress.
The special education teacher from SM Pendidikan Khas Vokasional Merbok, Kedah, started “Projek Hello School to Work” in 2018 to provide vocational training for special needs children to transition to work.