30 pelajar gagal kuasai asas 3M

08 Februari 2012, Rabu

http://www.utusan.com.my/utusan/info.asp?y=2012&dt=0208&pub=Utusan_Malaysia&sec=Pendidikan&pg=pe_01.htm

 

Oleh ASHLEY ANGGAT
utusansarawak@utusan.com.my

 

KAPIT 7 Feb. – Sekolah Menengah Kerajaan (SMK) Kapit, di sini, bimbang dengan masalah pelajar tingkatan satu yang gagal menguasai kemahiran asas 3M (membaca, menulis dan mengira).

Pada tahun lepas, jumlah pelajarnya yang gagal 3M ialah kira-kira 20 orang namun, pada tahun ini, angkanya meningkat kepada 30 orang.

Pengetuanya, Manggie Nyegang ketika mendedahkan masalah tersebut melahirkan rasa terkilan kerana ia memberi tekanan dan beban berlebihan kepada para guru.

Katanya, masalah itu menjadi satu cabaran besar kepada para guru untuk mengajar manakala pelajar terbabit pula berisiko ketinggalan dalam sukatan pelajaran.

“Saya hairan, bagaimana mereka boleh lulus Ujian Pencapaian Sekolah Rendah (UPSR) jika tidak dapat membaca dan menulis.

“Selain pihak sekolah, pihak yang berwajib (Kementerian Pelajaran) harus mengambil berat masalah ini dan mencari jalan penyelesaian terbaik supaya ia tidak membebankan dan menjejaskan prestasi,” katanya.

Manggie berucap demikian pada Mesyuarat Agung Persatuan Ibu bapa dan Guru (PIBG) di Dewan Serbaguna sekolah terbabit, petang semalam.

Dalam pada itu, beliau juga mendedahkan SMK Kapit kini berhadapan dengan masalah kekurangan tenaga pengajar.

Sedangkan katanya, ramai graduan yang berkelayakan dari bahagian itu yang boleh mengisi kekosongan terbabit namun, tidak diberi peluang untuk berkhidmat kepada masyarakat.

“Apa yang menghairankan saya, kita dimaklumkan sebanyak 16 graduan tempatan lepasan Pendidikan masih menganggur.

“Sekurang-kurangnya kita boleh mengambil mereka bekerja sebagai guru sementara untuk menyelesaikan masalah kekurangan guru terutama di SMK Kapit,” katanya.

SMK Kapit mempunyai lebih daripada 2,100 orang pelajar tingkatan satu hingga enam dan sepatutnya mempunyai kuota sebanyak 140 orang tenaga pengajar.

Punca pelajar menengah gagal membaca, menulis

16 Januari 2012, Isnin

http://www.utusan.com.my/utusan/info.asp?y=2012&dt=0116&pub=Utusan_Malaysia&sec=Forum&pg=fo_02.htm

AKMAL FAIRUZ
Lembah Pantai, Kuala Lumpur
SAYA ingin merujuk kepada tulisan Hassan Salleh bertajuk ‘Di Manakah Silap Guru’ di ruangan ini yang menyentuh soal wujudnya pelatih-pelatih PLKN lepasan sekolah menengah yang masih tidak boleh membaca dan menulis.

Jawapan saya sebagai seorang guru yang telah lima tahun mengajar di sekolah menengah ialah:

n Di maktab perguruan, kami diajar bahawa murid yang tidak mengikut peraturan perlu dihukum. Tapi hakikatnya di sekolah, semua jenis hukuman ditangguhkan. Hukuman terbesar seperti buang sekolah pun boleh dibangkang oleh murid kerana kita ada dasar pendidikan wajib 11 tahun. Jadi semua murid boleh melanggar semua peraturan sekolah, seperti ponteng kelas dan tidak perlu menyiapkan kerja sekolah kerana tidak ada satu peraturan yang boleh menyentuh mereka. Murid boleh berjalan keluar dari kelas ketika guru sedang mengajar dan tidak ada siapa boleh menghalang mereka.

n Di maktab perguruan, kami diajar supaya mendahulukan kepentingan murid berbanding sekolah. Tapi hakikatnya di sekolah, guru disuruh bertungkus-lumus membuat kerja perkeranian sehingga tidak ada masa untuk mengajar. Terbaru di negeri Johor, pertandingan dibuat di antara sekolah-sekolah untuk mencari siapakah guru yang paling cekap membuat kerja perkeranian dan mengurus fail. Tentunya guru yang menang itu akan diberi anugerah dan dapat mengharumkan nama pengetua. Tapi kebanyakan guru yang menang itu tidak pernah memenangkan murid dalam apa-apa pertandingan pun.

n Di maktab perguruan, kami diajar supaya memikirkan cara bagaimana hendak mempelbagaikan kaedah pengajaran supaya murid yang pelbagai kerenah boleh dibantu. Tapi hakikatnya di sekolah, yang dipelbagaikan ialah jenis jawatankuasa, borang dan fail, bukan teknik pengajaran. Akhirnya setiap guru akan memegang 10 hingga 15 jawatan dalam pelbagai jawatankuasa, dan murid kadang-kadang satu buku pun tidak ada.

n Di maktab perguruan, kami diajar supaya ‘buat apa yang betul untuk murid’. Tapi hakikatnya di sekolah, pengetua hanya mahu mencari nama dan hendak cepat naik pangkat dan naik gaji. Oleh itu semua guru mesti berhempas pulas mengurus hal-ehwal sekolah. Kadang-kadang guru terpaksa meninggalkan kelas untuk hadir mesyuarat kerana pengetua mahu semua fail lengkap dan terkini.

n Di maktab perguruan, kami diajar supaya mengajar mengikut tahap murid. Untuk itu, murid diasingkan mengikut kelas. Murid yang pandai dan cekap akan diletak di kelas pandai, supaya guru boleh mengajar dengan pantas. Jika kurang cekap dan lemah, akan diletak di kelas kurang pandai supaya guru boleh mengajar perlahan-lahan dan murid boleh dibantu.

Tapi hakikatnya, ibu bapa menuduh guru menganggap anaknya bodoh jika diletak di kelas hujung, jadi ibu bapa akan bawa wartawan, bawa ahli politik dan bawa ketua kampung untuk serang guru di sekolah. Oleh kerana sekolah tidak suka orang politik mencari populariti dalam sekolah, sekolah pun beralah dan murid kurang pandai ini pun diletakkanlah di kelas pandai.

Ibu bapa pun baliklah dengan bangga dan berceritalah kepada jiran-jiran, kononnya anaknya di kelas pandai. Tapi akhirnya anaknya ketinggalan kerana tak mampu mengejar murid pandai yang lain dan guru akan diserang lagi kerana tak pandai mengajar.

n Di maktab perguruan, kami diajar supaya mendahulukan kepentingan klien. Tapi pihak Pejabat Pelajaran Daerah (PPD) dan Jabatan Pelajaran tidak pernah anggap guru sebagai klien mereka. Guru sekolah hanya ‘kuli’ pihak PPD dan jabatan semata-mata. Jika PPD dan jabatan minta data, guru mesti sediakan secepat mungkin. Kalau boleh dua saat selepas diminta, data mesti sudah sampai ke pejabat.

Dua hari selepas data dihantar, PPD dan jabatan akan telefon sekolah untuk memarahi pengetua kerana guru tidak hantar data. Pengetua pun marahlah kepada guru dan guru pun terpaksalah meninggalkan kelas untuk menghantar lagi data buat kesekian kalinya kerana PPD dan jabatan memang tidak pernah simpan apa-apa data pun. Setiap kali mahu apa-apa mereka akan minta dari sekolah, sehingga data yang sama boleh dihantar hampir sepuluh kali ke pejabat. Tanyalah kepada Guru Penolong Kanan Hal-Ehwal Murid, berapa kali agaknya data enrolmen murid dihantar ke pejabat dalam setahun.

Saya fikir kesilapan pihak guru ialah, lain yang diajar di maktab, lain yang perlu dbuat. Pengetua, PPD, jabatan dan ibu bapa, semua membuli guru sekolah. Kalau maktab perguruan mahu membantu hapuskan buta huruf, ajarlah guru pelatih bagaimana hendak ‘mengajar’ orang atasan.

Constraints no excuse for dyslexics not getting properly educated — Fatimah

Posted on December 7, 2011, Wednesday

KUCHING: The Dyslexia Association of Sarawak (DAS) will not let any constraints hinder children with learning difficulties from getting a proper education.

Welfare, Women and Family Development Minister Datuk Fatimah Abdullah who is DAS advisor said the state was found lacking when it came to intervention to help dyslexic children.

“We are facing various kinds of constraints in handling children with learning disabilities such as acute shortage of doctors to examine such student, and even after being diagnosed with dyslexia, there are no qualified teachers to teach in special schools,” she said, adding that such shortcomings should not be an excuse to delay intervention.

She told the media this at a news conference after chairing the first meeting for DAS, State Education Department and State Health Department to find ways and means to overcome constraints.

She said interim measures had to be worked out so those with dyslexia could be identified without further delay.

To achieve the objective, DAS, Education Department and Health Department in their meeting yesterday agreed to work together and do their best. Fatimah revealed that among others, the Health Department had agreed to make their doctors available in clinics to examine children with learning difficulties.

“This was among the things we agreed on in today’s meeting, and with this kind of arrangement, we believe children with dyslexia can be identified earlier. As we all know, dyslexia is different from other learning difficulties as it requires very specific intervention method,” she said.

DAS president Associate Professor Ong Puay Hoon said a statewide roadshow would be conducted from January to June next year on workshops for teachers dealing with dyslexic students.

“The workshops will be free of charge and teachers from special schools and those interested can contact our association at tel. 242900 to check our schedule. This is a small contribution by DAS towards the education of students with special needs,” she said.

Read more: http://www.theborneopost.com/2011/12/07/constraints-no-excuse-for-dyslexics-not-getting-properly-educated-%e2%80%94-fatimah/#ixzz1foIbAF4R

A dyslexic’s wrong tool

Friday December 2, 2011

http://thestar.com.my/news/story.asp?file=/2011/12/2/sarawak/10016375&sec=sarawak

ET CETERA By SHARON LING

Stella was a bundle of frustration because the system did not help her do it right

LAST week I heard a heartwarming story about a girl named Stella who overcame a learning difficulty and gained self-confidence as a result.

Through her early school years, Stella believed she was stupid as she could not learn to read and write, no matter how hard she tried. By the time she was in Form Two, she was often at the bottom of the class, angry, frustrated and with no hope for the future.

But then she met Dr Ong Puay Hoon, the president of the Dyslexia Assocation of Sarawak, who assessed her and brought her to Klinik Jawa in Kuching where she was diagnosed with dyslexia.

With the intervention of Dr Ong and the association, Stella was able to attend a school with a special dyslexia programme and gradually learned to read and write.

She sat for her PMR exam two years after entering Form Three and managed to pass, although she did not score any As. Now she is studying in a vocational school in Matang and has bright hopes for her future.

“Before she was diagnosed with dyslexia, she had no self-esteem. She did not think she was pretty and would walk with her head down. Now she is full of confidence, standing tall and even putting on make-up,” Dr Ong said.

Dr Ong was relating the story to show that children with dyslexia can be taught to read and write with the right help and intervention.

According to her, dyslexia is not a disease or intellectual disability, nor are dyslexics slow learners.

“Dyslexia is a learning difficulty. People with dyslexia find it difficult to read and write. Normally we use a specialised part of the brain for reading, which is the left brain.

“But dyslexics use the right brain instead. It’s like using the wrong tool for reading and does not bring about the desired outcome or result. So dyslexics end up getting angry or frustrated because they work so hard to try to read but make so little progress.”

However, this can be overcome. At the association’s resource centre at Jalan Maxwell, Kuching, children with dyslexia can undergo a three-month intervention programme which is phonics-based.

“We found that students progress very well using this programme,” Dr Ong said, adding that once dyslexic children overcome their difficulty, they can actually become better readers than non-dyslexic children.

“They just need help in decoding the letters. Our role is to tell parents and teachers that children with dyslexia are normal and can be very intelligent.”

Stella’s story also highlights the lack of expertise in the school system to accurately identify and diagnose students with dyslexia.

For every Stella who receives help and succeeds in overcoming her difficulty, how many more students go undiagnosed, particularly in rural areas?

The association, with the help of the Health, Education and Welfare Departments, carries out assessment of children at risk of dyslexia and sends them to Klinik Jawa for clinical diagnosis, besides offering intervention and tuition programmes for dyslexic children.

But it cannot be expected to spearhead these efforts on its own.

The Education Ministry needs to step in to ensure that there are sufficient trained teachers and departmental staff who can assess or diagnose children with dyslexia in schools.

As the association points out, one of the items on its wishlist is to have educational psychologists in every district-level education office to diagnose students with dyslexia.

This means assessment and diagnoses will be done at the local level, including rural areas, Dr Ong said.

She said the association also wants all teachers to be trained in at least one module on learning difficulties.

“This should not just be for teachers trained in special education. We hope the Education Ministry can come up with a compulsory module on learning difficulties in all teacher training institutes.”

In addition, the association called for more dyslexia programmes to be opened in primary and secondary schools in the state.

The Education Ministry should pay serious attention to the association’s wishlist and find ways to implement its requests.

By doing so, children with dyslexia would be able to receive the right diagnosis and intervention. Then they would not miss out on their education but go on to complete their studies and fulfill their ambitions like any other student.

Enam kelas khas untuk 100 murid disleksia di Kelantan

02 November 2011, Rabu

http://www.utusan.com.my/utusan/info.asp?y=2011&dt=1102&pub=Utusan_Malaysia&sec=Timur&pg=wt_05.htm
Sariah Amirin menyatakan sesuatu kepada Dr. Mafauzy Mohamed (kiri) selepas Seminar Masalah Pembelajaran Disleksia di USM Kubang Kerian, kelmarin.

 

KOTA BHARU 1 Nov. – Jabatan Pelajaran Negeri (JPN) Kelantan telah mewujudkan sebanyak enam kelas khas untuk murid disleksia di enam buah sekolah rendah di seluruh negeri bagi menempatkan lebih 100 murid bermasalah berkenaan.

Ketua Sektor Pendidikan Swasta dan Pendidikan Khas negeri, Nasrudin Talib berkata, sekolah terlibat ialah Sekolah Kebangsaan (SK) Kubang Kerian (3) Kota Bharu, SK Kamil (1) Pasir Puteh, SK Sultan Ibrahim (1) Pasir Mas , SK Kuala Krai, SK Gua Musang (1) dan SK Tanah Merah (1).

Beliau berkata, SK Kamil (1) menempatkan murid disleksia teramai iaitu 30 orang, manakala sekolah lain antara lima hingga 28 murid.

“Kelas berkenaan ditubuhkan bagi memberi ruang kepada murid disleksia mendapatkan pembelajaran khas untuk kemahiran membaca, menulis dan mengira (3M) ,” katanya kepada Utusan Malaysia di sini semalam.

Beliau ditemui selepas Majlis Perasmian Seminar Masalah Pembelajaran Disleksia Peringkat Negeri di Universiti Sains Malaysia (USM) Kampus kesihatan di sini.

Seminar sehari itu dianjurkan oleh Kementerian Pembangunan Wanita, Keluarga dan Masyarakat dengan kerjasama Persatuan Disleksia Malaysia dan Pusat Pengajian Sains Kesihatan USM Kampus Kesihatan.

Pengarah Kampus Kesihatan, Prof. Datuk Dr. Mafauzy Mohamed merasmikan seminar itu. Hadir sama, Presiden Persatuan Disleksia Malaysia, Sariah Amirin dan Timbalan Dekan Bahagian Jaringan Industri dan Masyarakat PPSK, Prof. Madya Dr. Shaharum Shamsuddin.

Nasrudin memberitahu, murid disleksia mempunyai kelemahan untuk menguasai kemahiran 3M, walaupun dari segi fizikal tidak ada beza dengan murid normal lain.

“Mereka boleh dikenal pasti mengalami disleksia seperti lemah dalam bacaan, tulisan dan ejaan serta keliru antara abjad b dan d, p/q, m/w, n/u, y/j dan s/z. Mereka juga mengalami masalah pembalikan huruf dan nombor, sukar mengingati perkataan, memahami konsep masa serta mengenali waktu,” jelasnya.

Beliau bagaimanapun berkata, sekiranya dikenal pasti pada peringkat lebih awal, kelemahan tersebut boleh diperbaiki melalui kaedah pembelajaran khas yang disediakan di sekolah.

Sehubungan itu, beliau meminta ibu bapa yang berasakan anak-anak mereka mengalami masalah berkenaan, segera merujuk kanak-kanak terbabit ke USM Kampus Kesihatan untuk pengesahan bagi diberikan bantuan sewajarnya.

Sarawak has the country’s highest 3R-deficient Year One pupils, says Fatimah

Monday October 31, 2011

http://thestar.com.my/news/story.asp?file=/2011/10/31/sarawak/9805295&sec=sarawak

By ZORA CHAN
zora@thestar.com.my

KUCHING: Sarawak has the highest number of Year One pupils unable to grasp the three Rs (reading, writing and arithmetic) either because they did not attend pre-school or they belong to the special needs group.

Welfare, Women and Family Development Minister Datuk Fatimah Abdullah, however, was quick to point out that these Year One pupils who numbered 670, though the highest in the country was still low compared to states like Perlis where enrolment was much lower.

She said this year alone Sarawak registered 42,000 Year One pupils, out of whom 95% had received pre-school education at private or government organisations, an improvement compared to previous years.

Therefore, she said, 670 3R-disabled though big by number was low by percentage.

Crocodile art: Fatimah (right) taking interest in artwork by children from Tadika Bodhi while teacher Chia Boon Howe looks on at an exhibition at the pre-school convention in Kuching.

According to her, some parents did not send their children to pre-schools because they took their families to timber camps and other worksites far from schools and kindergartens as in the case of Sebauh’s rural area which registered the highest rate of children without pre-school education.

“Some failed to grasp the three Rs because they are dyslexic, autistic or are slow learners attending normal schools instead of special classes.

“Therefore, among our main challenges is that we do not have enough special classes for them. We need more teachers to help identify pupils with special needs so that early intervention can be done to assist them,” she told reporters after closing a pre-school convention here yesterday.

The Education Ministry’s statistics revealed recently that, despite the success of the Literacy and Numeracy Screening (Linus) programme in primary schools, an average of 3,900 Year One pupils failed to grasp the three Rs every year because of learning disabilities.

Statistics from the National Key Result Areas Unit revealed that Sarawak had the highest number of pupils with learning disabilities at 668, followed by Perak (496), Sabah (480) and Kuala Lumpur (106).

Their weaknesses were discovered in a study to identify pupils with learning disabilities carried out with the use of an instrument developed by the health and education ministries.

The instrument was used on some 15,000 pupils in June and 3,916 of them were found to have learning disabilities and multiple learning problems.

Fatimah said, under the Linus programme, pupils would have to undergo five screenings – two in Year One, two in Year Two and one in Year Three.

She believed the pupils would be able to grasp the three Rs after the screenings.

Nonetheless, she hoped the Education Ministry would look into training more teachers with skills to identify and teach children with special needs.

“Children with special needs like dyslexia are different from those who are slow learners and require a different kind of attention and intervention to succeed in school,” she pointed out.

A thorough study was needed to better address the issue, she added.

Schools play vital role in ensuring social wellness

Posted on October 16, 2011, Sunday

http://www.theborneopost.com/2011/10/16/schools-play-vital-role-in-ensuring-social-wellness/

by Cecilia B Sman.

WELL-DONE: Fatimah presenting the Excellent Student Award (Pra-U 2011 & Anugerah Pengetua 2011) to Chew Choon Man in the presence of the principal, Marcus and Chew’s mother.

MIRI: Schools need to be aware that they do not exist in a vacuum, but play important roles in ensuring social wellness in the society.

Minister of Welfare, Women and Family Development Datuk Fatimah Abdullah said in this respect, schools must ensure a balanced development for their students.

“What happens in schools have great impact on the society. Excellence must go beyond grades and figures,” said Fatimah when officiating at the presentation of Students’ Excellent Awards 2011 for Lopeng Government Secondary School (SMK) in Miri yesterday.

Among those present were the principal of the school Marcus Raja, teachers, the school’s chairman of the Parents-Teachers Association, Catherine Ting, members of the Association and community leaders.

Fatimah was happy that
SMK Lopeng had positioned itself in the Band 4 (2009 – 2010) category of schools, based on the National Key Results Area (NKRA).

“Your academic achievements are very commendable – in terms of PMR results, you are placed in position 30 out of the 170 schools, in SPM – 33 out of the 173 secondary schools in the state and in STPM, the results increased from GPS 2.54 to
2.60.”

She believed with concerted efforts of all – principals, teachers, students and parents, SMK Lopeng could soon achieve the status of top performing school.

Among the efforts they could take were working on a systematic programme to help dyslexic students, as well as taking stock of suggestions even from student leaders on how to improve teaching and learning methods.

On the dyslexia programme for the school, Fatimah who is also the Dyslexia Association of Sarawak’s advisor assured that she will assist the school, adding that early detection and intervention was important so that dyslexic students could cope with their studies.

This included getting Professor Dr Ong Puay Hoon – Dyslexia Association of Sarawak president to visit the school
soon.