School‐to‐work transition services for students with disabilities in Malaysia: organisations' views on policy and practices

Abstract

Transition services are required by law for students with disabilities in many developed countries. In Malaysia, however, there is still no specific legislation mandating that school‐to‐work transition planning and services be provided to students with disabilities. This study investigated the state of the transition services provided by educational organisations to students with disabilities in Malaysia. A mixed method research design, which utilises both quantitative and qualitative research techniques, was employed to obtain information from 23 government organisations and NGOs involved in the education and training of students with disabilities. This study found that the organisations surveyed were aware of the lack of transition support and call attention to the importance of instituting a national policy on school‐to‐work transition services and supported employment systems for students with disabilities. The legislative and educational implications for Malaysia are discussed.

Involvement and Multicultural Counselling Competency Among School Guidance and Counselling Teacher Towards Special Needs Students

“…Walaupun isu yang dihadapi oleh MBK adalah sama seperti yang dihadapi oleh pelajar aliran perdana (Richmond-Frank, 2015), tetapi, MBK mempunyai isu tambahan lain. Antara isu yang dihadapi oleh MBK adalah persepsi kendiri yang tidak realistik (distorted mirror) (Richmond-Frank, 2015), dipandang negatif (Parchomiuk, 2015), kompetensi sosial yang rendah (Krajnčan, Sinjur, & Kranjec, 2015), tidak menamatkan persekolahan (Goodman, Bucholz, Hazelkorn, & Duffy, 2014), diskriminasi daripada guru (Sazak-Pinar & Güner-Yildiz, 2013), transisi persekolahan (Melissa Ng Lee Yen Abdullah, Mey, Eng, Rosly Othman, & Ahmad Fairuz Omar, 2013), dan peluang pekerjaan (Roberts, 2012).…”

Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students

“…Hal ini kerana, MBK mempunyai isu tambahan lain yang terhasil daripada perbezaan budaya dan ini memberikan cabaran kepada GBKS untuk melibatkan diri dengan MBK. Antara isu yang dihadapi oleh MBK adalah isu kendiri (Krajnčan, Sinjur, & Kranjec, 2015;Richmond-Frank, 2015), Diskriminasi (Parchomiuk, 2015;Sazak-Pinar & Güner-Yildiz, 2013), persekolahan (Goodman, Bucholz, Hazelkorn, & Duffy, 2014;Melissa Ng Lee Yen Abdullah, Mey, Eng, Rosly Othman, & Ahmad Fairuz Omar, 2013), pekerjaan (Roberts, 2012).…”

“…Walau bagaimanapun, www.msocialwork.com penelitian mengenai pelaksanaan perkhidmatan bimbingan dan kaunseling di Malaysia adalah kurang. Hal ini dapat disokong melalui hasil kajian daripada Melissa Ng Lee Yen Abdullah et al (2013) dapat menyokong hasil kajian ini dengan menyatakan bahawa terdapat kekurangan maklumat berkenaan perancangan transisi yang dijalankan dan bentuk sokongan yang diberikan di sekolah terhadap MBK.…”

Supporting young people with dyslexia in international schools: a case study example of current provision inSoutheastAsia

“…Research has also begun to examine and question whether practices and changes within education establishments have been commensurate with the intended changes promoted within legislation in some parts of Southeast Asia (Hallinger and Lee, 2011). Furthermore, questions have been raised as to whether the legislation which exists for those of school age transfers into mechanisms which support the transition of young people with SEN into the workforce (Abdullah et al, 2011). Therefore, it is important to examine how dyslexia may be identified within the international school context, how attitudes toward and perceptions of special educational needs such as dyslexia manifest themselves globally and what the implications are for professionals or support staff (Tarry, 2011) who may be working in international schools with pupils having these needs.…”