EDEP1610

UNDERSTANDING STUDENTS WITH SPECIAL

EDUCATIONAL NEEDS (SEN)
 Learning Outcomes

• Definition of Children with SEN

• Type of SEN in Malaysia

o Physical impairment
o Intellectual impairment
o Visual impairment
o Hearing impairment
o Behavioral impairment
 Special Education Need

• Individuals who require assistance for

disabilities that may be medical, mental,
or psychological

• Children with special needs may have:-

o Development delays
o Medical conditions
o Psychiatric conditions
o Congenital/hereditary conditions
 Overall Development Milestones – Infant to Children
No. Categories Explanation
1. Gross motor Using large group of muscles to sit, stand, walk, run, keeping balance
and changing positions

2. Fine motor Using hands to be able to eat, draw, dress, play write and others

3. Language Speaking, using body language and gestures, communicating and

understanding

4. Cognitive Thinking skills: including learning, understanding, problem-solving,

reasoning and remembering

5. Social Interacting with others, having relationships with family, friends and
teachers, cooperating and responding to the feelings of other
 Overall Development Milestones – Infant to Children
No. Range Age Milestones
1. 0–1 Movement – strong reflex movement, bring hands within range of eyes and mouth
months Visual & Hearing – Eyes wander, recognize human face, sound and turn
Smell & Touch – prefer sweet avoid bitter or acidic, scent mother

2. 1–3 Movement – stretches leg out, bring hand to mouth, grasps hand toys
months Visual & Hearing – familiar object, eyes coordination, smiles, babble, imitate sound, turn head
to direction sound
Social & Emotion – Social smile, playing, crying, communicative, expressive, imitates

3. 7 months Movement – Rolls both ways, sits, supports weight on her legs, reaches with one hand
Visual – develop full color vision, distance vision, ability to track moving object improves
Language – response to own name, “no”, distinguishes emotions by tone of voice, sound,
express joy
Cognitive – find hidden object, explores hands and mouth, struggles to get objects that are
reach out
Social & Emotions – enjoys play, interested in mirror images, expressions of emotion and
apprears joyful
 Overall Development Milestones – Infant to Children

No. Range Milestones

Age
4. 12 Movement – siting position without assistance, crawls forward, creeps on hands, pulls self
months up to stand, walking holding on to furniture
Language – responds to “no”, uses simple gesture, shaking head ”no”, says “dada’ &
“mama”, imitate words
Cognitive – explores object (shaking, banging, throwing, dropping
Social and emotional – shy or anxious with strangers,

5. 2–3 Movement – Walk alone, run, climb and etc, build tower, use one hand frequently
years Language – repeats words overheard in conversation, follows simple instruction, simple
phrases
Cognitive – Begin to sort by shapes and color and etc
Social & Emotions – imitates behavior, begin to show defiant behavior and etc

7. 4–5 Movement – Swings, somersaults, drawing, cares for own toilet needs
years Language – recalls part of story, construct longer sentence
Cognitive – able to count, spell, concept of times, money, food, etc
Social & Emotions – please friends, like her friends dance, aware of sexuality
 Definition Children with Special Education Needs

“Murid berkeperluan Pendidikan khas” – murid yang diperakukan oleh pengamal perubatan, ahli
optic, ahli audiologi atau ahli psikologi mengikut mana-mana yang berkenaan, sama dalam
perkhidmatan kerajaan atau swasta sebagai murid yang mempunyai:-

(a) Ketidakupayaan fizikal

(b) Ketidakupayaan penglihatan
(c) Ketidakupayaan pertuturan
(d) Ketidakupayaan pendengaran
(e) Masalah pembelajaran
(f) Mana-mana kombinasi ketidakupayaan atau ketidakupayaan dan masalah yang disebut
dalam perenggan (a) hinggan (e)

Sumber : Kementerian Pendidikan Malaysia, 2015

 Definition - Education Needs

“Pendidikan khas” – Pendidikan bagi murid berkeperluan Pendidikan khas di suatu sekolah khas
untuk memenuhi pelbagai keperluan murid-murid khas, Ini termasuk penggunaan bahan-bahan
khas, peralatan khas, Teknik pengajaran dan pembelajaran mengikut tahap kebolehan khas dan
keupayaan murid.

Tujuan untuk mendidik dan membentuk murid melalui perkembangan mental, kestabilan emosi dan
integrasi sosial

Sumber : Kementerian Pendidikan Malaysia, 2015

 Definition - Education Needs

“Program Pendidikan Khas Inklusif” - program pendidikan bagi murid berkeperluan

pendidikan khas yang dihadiri oleh murid berkeperluan pendidikan khas bersama-sama dengan
murid lain dalam kelas yang sama di sekolah kerajaan atau sekolah bantuan kerajaan

“Program Pendidikan Khas Integrasi” – program pendidikan bagi murid berkeperluan

pendidikan khas yang hanya dihadiri oleh murid berkeperluan pendidikan khas di kelas khas di
sekolah kerjaan dan bantuan kerajaan

Sumber : Kementerian Pendidikan Malaysia, 2015

 Types of SEN in Malaysia

Kategori Murid
(i) Kurang upaya penglihatan menjelaskan ketidakupayaan penglihatan

(ii) Kurang upaya pendengaran menjelaskan ketidakupayaan pendengaran

(iii) Kurang upaya pertuturan menjelaskan kategori ketidakupayaan yang menyebabkan gangguan
berkomunikasi dengan sempurna dan tidak boleh difahami

(iv) Kurang upaya fizikal bagi menjelaskan mana-mana anggota badan yang boleh menjejaskan fungsi
mereka dalam melakukan aktiviti asas sepenuhnya

(v) Masalah pembelajaran bermaksud masalah kecerdasan otak yang tidak selaras dengan usia
biologikalnya Lewat Perkembangan Global, Sindrom Down, Kurang upaya intelektual dan keadaan
menjejaskan kemampuan pembelajaran individu seperti Autism, Attention Deficit Hyperactivity
Disorder (ADHD) dan masalah pembelajaran spesifik

(vi) Kurang upaya pelbagai menjelaskan mana-mana kombinasi ketidakupayaan pada kategori (i)
hingga (v)

Sumber : Peraturan Pendidikan Khas, 2013

 List of School - SEN in Malaysia
• Setapak Blindness Special Education Secondary School (SMPK)

• Batu Road Boys' Primary School

• Sekolah Kebangsaan Pendidikan Khas Kampung Baharu

• SR Pendidikan Khas (cacat Penglihatan)

• Institut Masalah Pembelajaran & Autisme Malaysia (IMPIAN)

• GENIUS Kurnia

• Sekolah Pendidikan Khas Pertuturan KIU (Pusat Pertuturan Kiu / Cued Speech Centre)

• Sk. Pendidikan Khas Kg. Baharu

• Sekolah Kebangsaan Pendidikan Khas Selangor

• Pusat Pendidikan Khas Minda DYSLEXIA

 Physical Impairment
No. Category Explanation

1. What? Affect the function of a person’s motor mobility

2. Types • Cerebral Palsy – Non progression lesion to the brain that affect the motor
movement
• Spinal Bifida – Paralysis due to damage to the spinal cord
• Muscular Atrophies – Weak muscles, delayed in motor development
• Spinal Muscular Mypathies – Mow muscle tone
• Osteogenesis imperfecta – Brittle bone

3 Cause Brain injuries

Premature
4. Affect Delay in milestone development
Auditory or visual communication
Asthma, epilepsy, seizure
 Video
https://www.youtube.com/watch?v=wJ6PNNFeTfg
Victoria Arlen Inspirational Documentary

“You never know how strong you are, until being strong is your only choice.” ― Bob Marley
 Intellectual Impairment
No. Category Explanation

1. What? • A group of disorders that have in common deficits of adaptive and intellectual function and an age
of onset before maturity is reached.
• Unable in conceptual – communication, functional academic, self-direction, coney concepts
• Deficit in social – interpersonal skills, self-esteem and etc
• Practical skills – self-care, domestic skills, work, health, safety and etc

2. Cause • Prenatal – Genetic syndrome, environmental, maternal disease

• Perinatal – delivery-related events
• Postnatal – infections, traumatic brain injury, severe chronic social deprivation, toxic metabolic syndromes
and intoxications

3 Common co- • ADHD (Attention-deficit/hyperactivity disorder

occurring mental • Depression & bipolar disorders
• Anxiety disorder
• Autism
• Impulse-control disorder
4. Impact Health, education, social and psychological problem
Social exclusion and isolation
 Intellectual Impairment

Mild – Commonest type of mental retardation in

sensory-motor areas

Moderate – with more mental retardation in

sensory-motor areas

Severe – is often recognized early in life with motor

poor development and absent delayed speech and
communication skills

Profound – The achievement of developmental

milestones is markedly delayed. They require
constant nursing care and supervision
 Visual Impairment
No. Category Explanation

1. What? • A continuum of loss of sight – blindness unless is made clear

2. Type • Totally Blind, Functionally Blind, Low vision - Visual impaired, vision
impairment, partially sighted, low vision, legally blind, totally blind,
functional loss of vision, eye disorder, retinal degeneration, cataracts,
glaucoma, corneal, diabetic retinopathy, congenital disorders, infection

• Level of Severity – Mild (20/80 - both eyes; Moderate loss of more

than 40%; Severe – difficulty in learning environment

• Colorblind
3 Assessment • A distance vision test
• A near vision test
• A test of color perception
• A contrast sensitivity test
• Visual functioning
4. Cause • Genetic or metabolic diseases
• Abnormalities in the eye itself (Glaucoma, cataracts
• Infections
• Neurological visual impairment
5. Affect Eye pain, hazy, blurred, double vision, red eyes, itching, burning, sensitivity
to light or glare
 Video

https://www.youtube.com/watch?v=BURbLmQL1BE

How much do you know about intellectual disabilities? | Matthew Williams |

TEDxVancouver
Visual Impairment
No. Characteristics Explanation
1. Cognitive • Range and variety of experience (less sense of
sensory such as touch and hearing

• Ability to move around (Restrict for more free

movement)

• Interaction with environment

2. Academic • Reading and writing

3 Social and • Unable to observe social events
Emotions
• Imitate
• Giving feedback

4. Behaviour • Demonstrate stereotypic behaviour

No. Category Explanation Hearing
1. What? • Deafness or hearing loss, occurs when there’s a problem with or
damage to one or more parts of the ear
impairment
2. Type • Conductive Hearing Loss (CHL) – Cochlea is impaired
• Sensorineural Hearing Loss (SNHL) – Defect in neural signal and
transmission signals to the cortex
• Mixed Hearing Loss – Cochlea is impaired and transmission through
the cochlea to the cortex
3 Assessment • Mild (20 - <30dB)
• Moderate (30 - <60dB)
• Severe (60 - <90dB)
• Profound (> 90dB)
4. Cause • A family history of hearing loss
• Frequently ear infections as an infant
• Some antibiotics and chemotherapy treatments may cause hearing loss
• Meningitis, measles infection
• Some syndromes such as Down Syndrome, Pervasive Development
Disorder, Autism
5. Impact • Delay in communication skills (speech and language development)
• Language deficit –lead to learning problems and poor academic
achievement
• Social isolation and poor self-concept
 Causes of Hearing Loss

Hearing Loss at Hearing Loss

Chemical
Birth After Birth Ear Infections
Noise Medication Exposure
(Congenital (Acquired (Otitis Media)
(Ototoxic)
Hearing Loss) Hearing Loss)

• Caused by genetic • An illness or an • Eardrum becomes • Sounds that are • Medications that • Types of chemical
or non-genetic injury such as:- inflamed louder than 85 dB not suitable effect hearing loss
factors can cause resulting in hearing and balance
• Genetics o Ear infections o Crying more than permanent hearing loss
(Autosomal o Meningitis usual loss • Effects – ringing in
recessive hearing o Measles o Fever the ears (tinnitus),
loss – both parents o Encephalitis o Not responding balance problem
• Autosomal o Flu to sounds and affect quality of
dominant hearing o Chicken pox o Trouble sleeping life
loss o Mumps o Drainage from
o Head injury ear
o Noise exposure o Tugging or
pulling at the ear
 Effects of Hearing Loss on Development

Sentence Social
Vocabulary Speaking
Structure Functioning

• Difficulty with functions • Produce shorter and • Often cannot hear quiet • Severe hearing loss
words like the, an, are simpler sentences speech sound such as o Feeling isolated
and a • Often have difficulty “S”, “SH”, “f”, “t” and “k” o Without friends
• Children with hearing understanding and writing • Children with hearing o Unhappy in school
loss have difficulty complex sentences loss may not hear their
understanding words • Often cannot hear word own voices when they
with multiple meanings endings such as -s or – speak
• Children with hearing ed. This leads to • Speak too loudly
loss learn concrete misunderstanding and • Speaking at high pitch
words like cat, jump, red misuse or verb tense, • They seems mumbling
easily than abstract pluralization due to poor stress or
words like before, after, poor rate of speaking
equal etc.
 Sign and Symptoms?
• May experiences frequent ear infections

• Delayed in language development

• Difficult to identify or locate certain sounds

• Watch TV at a really high volume

• Behavioral issues, displayed inattentiveness

• Speech may sound different or not speak clearly

• Vocabulary may consist many words that often missing endings

 How Infant/Children Screening -
Hearing impairment is done?

• Auditory Brainstream Response (ABR) Test

• Otoacoustis Emission (OAE)

• Behavioural Audiometry Evaluation

https://www.youtube.com/watch?v=-3jmo14zZDo
Hearing Loss and Early Intervention
 Medical Treatment and Therapy for
Hearing Impairment

Auditory – Cochlear
Hearing Aids
Verbal Therapy Implant
 Behavioral problems
No. Category Explanation
1. What? • Disruptive behavioral disorders (very stubborn,
very demanding, does not listen or receive
command)

2. Type • Emotional (Temper, tantrum, Jealousy, Abnormal

mood swings, excessive anxiety; insomnia; Refusing)
• Physical (Self-injuries, Thumb sucking, Hyperactive,
bizarre motor acts and etc)
• Social (Delinquency, School Phobia, Stealing, lying)

3 Cause • Biology (heredity, brain disorder, diet)

• Home and community (environment, family
functioning, poverty, abuse, neglect)
• Parental Skills/Attitude
• Mentally and Physically Sick or handicapped
conditions
• Influences of Mass Media, relationship
 Criteria – A Child to be Having A Problem

• Age

• Frequency

• Severity

• Effect on development
Managing Behavioral – A Child to be Having A Problem

• Discipline the Child

• Behavior Modification

• Relaxation Technique

• Strategy of Ignoring

• Medication
Screening instrument for Special
Needs Children
 Screening instrument for Special Needs Children

What is screening? --> first step in child find

The school screens all students to find the ones who might need special education

Screening can be any test or form or interview to look for disabilities.

Based on the screening, some students will be referred for an educational evaluation
 Screening instrument for Special Needs Children

1. Need for special education and related services and as basis to determine

2. Relevant behavior observed

3. Relationship between the behavior and student’s academic and social functioning

4. Health and development and medical findings

5. Discrepancy between achievement and ability that cannot be corrected without special education
(for students with learning disabilities)

6. The effects of family, environmental, cultural, or economic disadvantage

7. The need for specialized services, materials, and equipment for students
Case Study – Screening for SEN

https://www.youtube.com/watch?v=tkClqz0weW4

https://www.youtube.com/watch?v=E-wGvKlebZo

https://www.youtube.com/watch?v=qH3cKmtBPHs

https://www.youtube.com/watch?v=1mMDT05c66w
 Types of Instrument Used to Diagnose Learning Disabilities

No. instrument Explanation

1. Intelligent • Wechsler Preschool and Primary Scale of Intelligence • Accessing the cognitive and
(WIPPSI) intellectual
• Wechsler Intelligence Scale for Children (WISC)
• Wechsler Adult Intelligence Scale (WAIS)
• Stanford-Binet Intelligence Test
• Differential Abilities Scales (DAS)
• Woodcock Johnson Test of Cognitive Abilities
• Comprehensive Test of Nonverbal Intelligence (CTONI)
2. Achievement • Woodcock-Johnson Tests of Achievement (WJ) • focus on reading, writing,
• Wechsler Individual Achievement Test (WIAT) and math
• Wide Range Achievement Test (WRAT)
• Kaufman Test of Educational Achievement (KTEA)

3. Visual Motor • Bender Visual Motor Gestalt Test • difficult time integrating
Integration Test • Developmental Test of Visual Motor Integration visual and motor skills

4 Language • Clinical Evaluation of Language Fundamentals (CELF) • child's ability to understand

• Goldman Fristoe Test of Articulation spoken and written language
• Test of Language Development. and to respond verbally to
questions or cues
Thank you