Inclusive Education: Perception, Practice and Implementation Within Malaysia

Abstract

As of 2022, the World Health Organisation estimates that approximately 16 percent of the global population, nearly 1.3 billion people, have some form of disability. Shockingly, the United Nations Educational, Scientific and Cultural Organization reports that at least 90 percent of children with disabilities are not attending school. Consequently, disability-inclusive education has emerged as a significant focus in global education trends. Extensive literature has addressed inclusive education, driven by international conventions advocating for every child's right to an education in an inclusive setting. From these conventions to operational directives at ministries and schools, inclusive education is consistently framed as a basic human right, entailing equal access to education in an environment that supports each student with a disability to the best of their ability. Malaysia has been proactive in aligning with global education trends, evident in its numerous education policies, particularly regarding individuals with disabilities (Orang Kurang Upaya or OKU). Notably, the Malaysian Education Blueprint 2013-2025 includes a dedicated section on the education of OKU. This paper will explore two main parts: Part One will discuss literature on inclusive education, while Part Two will examine the educational context in Malaysia. Additionally, recommendations will be proposed to establish learning communities, foster knowledge-sharing, and integrate inclusive education principles into legislation and policies within the Malaysian context. These efforts aim to ensure that future generations of Malaysian children with disabilities can fully benefit from disability-inclusive education.