Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v6i2.1345 |
Resumo: | The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children. |
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Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communicationcochlear implants; communication; deaf equality; deaf learners; deafness; hearing aids; inclusion; Malaysia; schools; sign languageThe Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children.Cogitatio2018-05-17info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v6i2.1345oai:ojs.cogitatiopress.com:article/1345Social Inclusion; Vol 6, No 2 (2018): Global Perspectives on Disability; 46-552183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/1345https://doi.org/10.17645/si.v6i2.1345https://www.cogitatiopress.com/socialinclusion/article/view/1345/1345Copyright (c) 2018 Khairul Farhah Binti Khairuddin, Susie Miles, Wendy McCrackenhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKhairuddin, Khairul FarhahMiles, SusieMcCracken, Wendy2022-12-20T11:00:28Zoai:ojs.cogitatiopress.com:article/1345Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:57.983671Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
title |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
spellingShingle |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication Khairuddin, Khairul Farhah cochlear implants; communication; deaf equality; deaf learners; deafness; hearing aids; inclusion; Malaysia; schools; sign language |
title_short |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
title_full |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
title_fullStr |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
title_full_unstemmed |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
title_sort |
Deaf Learners’ Experiences in Malaysian Schools: Access, Equality and Communication |
author |
Khairuddin, Khairul Farhah |
author_facet |
Khairuddin, Khairul Farhah Miles, Susie McCracken, Wendy |
author_role |
author |
author2 |
Miles, Susie McCracken, Wendy |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Khairuddin, Khairul Farhah Miles, Susie McCracken, Wendy |
dc.subject.por.fl_str_mv |
cochlear implants; communication; deaf equality; deaf learners; deafness; hearing aids; inclusion; Malaysia; schools; sign language |
topic |
cochlear implants; communication; deaf equality; deaf learners; deafness; hearing aids; inclusion; Malaysia; schools; sign language |
description |
The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-05-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v6i2.1345 oai:ojs.cogitatiopress.com:article/1345 |
url |
https://doi.org/10.17645/si.v6i2.1345 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/1345 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/1345 https://doi.org/10.17645/si.v6i2.1345 https://www.cogitatiopress.com/socialinclusion/article/view/1345/1345 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Khairul Farhah Binti Khairuddin, Susie Miles, Wendy McCracken http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Khairul Farhah Binti Khairuddin, Susie Miles, Wendy McCracken http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 6, No 2 (2018): Global Perspectives on Disability; 46-55 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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