School vs. University: From the ‘Eyes’ of Students with Disabilities
DOI:
https://doi.org/10.33102/jqss.vol9no2.249Keywords:
Students with Disabilities (SWD), School, University, Teaching, Learning, PoliciesAbstract
It should also be noted that the Malaysian government has taken the initiative to cater to the educational needs of students regardless of their background and ability. The efforts to uphold the pillars of inclusivity in the Malaysian education system demonstrate this. It is important to remember that inclusive education has helped deal with the problem of students with disabilities (SWD) at the preschool, primary, secondary, and tertiary levels by making sure they get fair treatment in school so they can move on (Muhammad Fikri Othman& Nur Ezan Rahmat, 2020). Starting with the Zero Reject Policy, Four Special Routes, and the Guidelines of the Disabilities Inclusion Policy in Higher Education Institutions in 2019 by the Ministry of Education, SWDs in higher education institutions are beginning to receive long-awaited attention. The purpose of this policy is to guide higher education institutions in Malaysia to systematically and comprehensively design action plans for the implementation of inclusive education. It is important that SWD at higher education institutions receive sufficient support in terms of facilities, infrastructure, a conducive teaching and learning environment, and community involvement. There are several issues related to the experiences of SWDs at schools and universities. This study explores the experiences of SWD in both school and university settings. The findings reveal four main themes: identity as SWD, teacher, lecturer involvement, peers, and assessments.
Keywords: Students with Disabilities (SWD), School, University, Teaching, Learning, Policies
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