1) The document outlines the special education program at Sekolah Rendah Pintu Malim, including terms, objectives, definitions, and details of the program. 2) It provides statistics on students with special needs, their diagnoses, roles and responsibilities of staff, categories of students, and priority levels. 3) The session aims to increase understanding of special education and support inclusive practices through discussing students' needs and support strategies.

1. SPECIAL EDUCATION
PROGRAM
SEKOLAH RENDAH PINTU MALIM, KLUSTER I
CIKGU DORANENTY BINTI HAJI AWG ABDULLAH
ABDUL AZIZ BIN HAJI HASHIM

3. Content Outline:
• Special Educations Terms (Abbreviation)
• Objectives of the Sharing Session
• Definition of Special Educations
• Special Education Program in Sekolah Rendah Pintu Malim
• Guru Prihatin Award Criteria
• Pop Quiz
• Questions & Answers Session
• Special Appreciation

4. Special Education Terms (Abbreviation)
• SENA – Special Educational Needs Assistant
• SENCo – Special Educational Needs Co-Ordinator
• SNSS – Special Beeds Support Service
• EP – Educational Psychologist
• LAC – Learning Assistant Center
• IEP – Individual Education Plan
• SBT – School Based Team
• SPM – School Placement Meeting
• CDC – Child Development Center
•

5. Objectives of the Sharing Session:
1) Reflect upon your own perceptions on Special Education in Inclusive Setting.
2) Encourage teachers involvement and understanding of Special Education
Programs.
3) Develop an awareness of the diversity and different needs in students with special
needs.
4) Start developing your knowledge of teaching strategies which may be used with
students with different needs within the whole class inclusion approach.
5) Share all the necessary information of students with special needs.

6. What is Special Education?

7. Special Education…
• A broad term that describes a wide variety of instructional services that are
based on a child’s individual needs.
• A specially designed instruction to meet the unique needs of a child with a
disability including instruction conducted in the classroom, at home or in
other settings.
• The form of education planned for the students with special needs in a way
that addresses the student individual differences and needs.

8. SPECIAL EDUCATION
PROCESS
Identification
Recognition on the part of a
parent, a teacher or CDC
that a child may have special
learning needs.
Referral
Informing a school or UPK
that a student may have
special learning needs.
Evaluation
The process of collecting and
analyzing information and assessments
which are used to determine if the
student has a condition which may
have an impact educationally.
Eligibility
The process whether
the student is eligible for
special education and
related services.
IEP
The procedure to develop a
written plan describing a student’s
special learning needs and the
special education services to be
provided to meet those needs.
Annual Review
A scheduled meeting of school
staff members and parents to
develop, review, and revise the
IEP of a student receiving special
education services.

9. Special Education Program
In SR Pintu Malim

10. Overview:
Special Educational Program in SR Pintu Malim
• Data Statistic for High Support Needs Student
• Student Diagnose
• Special Needs Students from Year 2017
• Roles & Responsibilities
• Categories of Students with Special Needs
• Priority Level

11. DATA STATISTIC FOR HIGH SUPPORT NEEDS STUDENT
YEAR MALE FEMALE TOTAL
PRA 0 0 0
1 2 0 2
2 1 1 2
3 0 0 0
4 2 1 3
5 4 0 4
6 1 3 4
TOTAL 10 5 15

12. STUDENT DIAGNOSE
0 1 2 3 4 5
AUTISM SPECTRUM DISORDER
ATTENTION DEFICIT HYPERACTIVITY DISORDER
GLOBAL DELAY DEVELOPMENT & INTELECTUAL…
SPEECH AND LEARNING DIFFICULTIES
SPEECH DELAY & MODERATE INTELECTUAL IMPAIRMENT
LEARNING DISABILITIES
LEARNING DIFFICULTY
SIGNIFICANT LEARNING DELAY
NOONAN SYNDROME
SPEECH AND COGNITIVE DELAY
Different Diagnose of Student with Special Needs
Student

13. 9
6 6 6
10
2
0 0
2
5
0
2
4
6
8
10
12
2017 2018 2019 2020 2021
Student with Special Needs from Year 2017-2021
Male
Female

14. Roles & Responsibilities
SENA Teacher
- the main resource persons and key personnel in the delivery
of appropriate educational programs and learning support
services for students with special needs in the inclusive
school settings.
- to support students with special needs either in the regular
classroom or in the Learning Assistance Centre (LAC).
- to conduct diagnostic and screening tests.
- to conduct SBT meeting and, to prepare and implement
individualized educational plans (IEPs) for these students.
-
Relief Teacher
- to assist SENA teachers, subject teachers and
class teachers in the teaching and learning of
student with special needs.
- to support students with special needs either in
the regular classroom or in the Learning
Assistance Centre (LAC).
- to work alongside the teaching staff to help with
the planning and implementation of the students’
individualized education program goals, as well as
monitor and evaluate their learning progress.

15. Categories of Students with Special Needs
- Part-Time 7.00 – 10.00am
- Continuous monitoring.
- Not academically able (for now).
- Exempted
- Excluded from school examination and percentage.
- Focus on living/life/social/basic skills, behavior and
speech.

16. Categories of Students with Special Needs
- Full-Time 7.00 – 12.30pm.
- Continuous monitoring.
- Included in school examination and percentage.
- Mostly stay in regular classroom with normal lesson,
except during Diagnostic and Screening Test.
- Entitled to have Access Arrangements during tests,
examinations and PSR.

17. Categories of Students with Special Needs
- Full-Time 7.00 – 12.30pm.
- Continuous monitoring.
- Excluded in school examination and percentage.
- Pull-Out System will be implemented.
- Assisted by SENA Teacher or Relief Teacher in regular
classroom during normal lesson or tests/examinations.
- Entitled to have Access Arrangements during tests,
examinations and PSR.
- Modified and differentiated school works, activities, questions.
- Seat can be at the front row or appoint one buddy to help
them in all matters.
We are no different.
We just have certain special differences.

18. Piority Levels: Scoring Rubic

20. Guru Prihatin Award Criteria
Characteristics of a ‘Guru Prihatin’:
• concerned with the current developments of IEP students
• constantly exchange information with SENA teachers, Relief teacher and
parents.
• caring and able to provide one-to-one guidance for IEP students when
possible.
• modify teaching methods/strategies for IEP students that meet their needs.
• involve IEP students in class/school activities whenever possible.
• no discriminations/bias among IEP students.

22. What is SENA stand for?
Q1.

23. What is the next process in Special
Education after Identification?
Q2.

24. Name one IEP student who diagnose
with ADHD & what year he’s/she’s in?
Q3.

25. Aiman & Hasraff are in what category
and what is their time range at school?
Q4.

26. Name any 3 IEP students who are in
Level 4 in Priority Level?
Q5.

29. Alhamdullilah, Syukur.
Sharing Session
Ends.