2012, Arkib Berita, Keselamatan Pelajar/Kesihatan, Pembangunan Sekolah, Pendidikan Khas

Keperluan pendidikan khas sentiasa dititikberatkan: Muhyiddin

Posted on June 10, 2012, Sunday

SIBU: Kementerian Pelajaran sentiasa komited dalam memenuhi keperluan pendidikan khas kanak-kanak dengan memperluaskan perkhidmatan ke peringkat prasekolah dan memainkan peranan pen-ting dalam mengenal pasti dan mempersiapkan mereka untuk hadir ke sekolah.

Timbalan Perdana Menteri Tan Sri Muhyiddin Yassin berkata, guru-guru pendidikan khas memerlukan kesabaran yang tinggi ketika melayan kerenah kanak-kanak istimewa dalam persekitaran kelas dan badan bukan kerajaan (NGO) turut berperanan penting menerusi tanggungjawab sokongan.

“Majoriti kanak-kanak yang mengalami masalah autisme, hiperaktif dan disleksia mempunyai tahap IQ yang normal dan kebanyakan me-reka dapat diajar dengan sistem pembelajaran utama dengan bantuan sokongan lain.

“Dengan jalinan kerjasama antara Kementerian Pelajaran dengan NGO telah memberikan satu pengalaman yang penting dan bermakna dalam pendidikan khas kanak-kanak,” jelasnya.

Muhyiddin berkata demikian menerusi teks ucapannya yang dibacakan oleh Pengarah Baha- gian Pengurusan Sekolah Harian Kementerian Pelajaran Datuk Mazlan Mohamad ketika menyem- purnakan Majlis Penutupan Per- sidangan Kebangsaan Intervensi Awal Kanak-kanak (NECIC), semalam.

Hadir sama Presiden Majlis Kebangsaan Intervensi Awal Kanak-kanak Datuk Dr Amar Singh, Pengerusi Bersama Jawatankuasa Pengajur NECIC Datuk Kapitan Janet Lau dan Kapitan Wong Hie Ching dan Pengarah Jabatan Kebajikan Masyarakat (JKM) Negeri Sarawak Noriah Ahmad.

Muhyiddin berkata, masalah kesukaran pembelajaran menjadi cabaran besar dalam pendidikan khas kanak-kanak dengan statistik 10 hingga 15 peratus kanak-kanak istimewa mengalami masalah pembelajaran seperti autisme, hiperaktif, sindrom Down dan disleksia.

“Malah, dalam kalangan kanak-kanak yang mengalami keupayaan fizikal turut memerlukan pendidikan khas sebagai komponen penting sokongan yang diperlukan mereka dalam menjalani kehidupan seharian,” katanya.

Muhyiddin yang juga Menteri Pelajaran turut berharap ibu bapa memberi peluang sama rata kepada anak-anak agar dapat memaksimumkan potensi mereka ke satu tahap kejayaan yang boleh dibanggakan.

“Kadang kala, orang kurang upaya (OKU) terus kekal OKU kerana mereka tidak diberikan peluang yang sama adil dan kemudahan fasiliti seperti pengangkutan, pendidikan yang pekerjaan seperti orang normal,” ujar beliau.

Ujar beliau, sudah tiba masanya untuk merealisasikan impian kanak-kanak istimewa sebagai sebahagian daripada konsep 1Malaysia dan menyatupadukan kanak-kanak istimewa tanpa mengira kaum, bangsa dan agama.

Dalam perkembangan lain, Muhyiddin memberitahu Kementerian Pelajaran telah menerima Memorandum Pendidikan Inklusif Sebagai Polisi Kebangsaan untuk Kanak-kanak Berkeperluan Khas yang diketuai oleh Majlis Kebangsaan Intervensi Awal Kanak-kanak.

“Pendidikan khas awal kanak-kanak telah menunjukkan kemajuan dan banyak perubahan sejak beberapa tahun yang lepas. Saya mengucapkan taniah dan syabas atas sumbangan idea, cadangan dan komen yang dilakukan untuk menjayakan memorandum ini,” jelasnya.

Seramai kira-kira 550 peserta dari Malaysia, United Kingdom, Australia, Amerika Syarikat, Singapura, Brunei dan Indonesia melibatkan ibu bapa, petugas pendidikan dan kesihatan dan sukarelawan menghadiri persidangan tiga hari itu.

Read more: http://www.theborneopost.com/2012/06/10/keperluan-pendidikan-khas-sentiasa-dititikberatkan-muhyiddin/#ixzz1xS8Lgdtw

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2012, Arkib Berita, Keselamatan Pelajar/Kesihatan, Pembangunan Sekolah

Consider HPV vaccination for all school children, govt told

Posted on June 9, 2012, Saturday

by Lee Ya Yun, reporters@theborneopost.com.

Prof Dr Woo Yin Ling

Prof Margaret Stanley

KUCHING: The government should consider giving human papillomavirus (HPV) vaccination to all school children as the most effective way to prevent HPV-associated diseases and cancers, said Prof Dr Woo Yin Ling yesterday.

Studies showed the vaccination could help prevent up to 70 per cent of HPV-related diseases such as cervical cancer, genital warts, vaginal and vulvar cancers, said the professor of obstetrics and gynaecology from University Malaya, who is also consultant gynaecological oncologist with University Malaya Medical Centre.

The Malaysia government introduced the school-based vaccination programme in 2010, but it was only limited to 13-year-old girls, said Dr Woo.

Australia, she said, had showed a 90 per cent drop in genital warts, transmitter of HPV, in 2011 after the country introduced the vaccination catch up programme in schools for all 12 and 13-year-old girls in 2007.

“Therefore, we highly recommend the vaccination programme be extended to school boys as well,” she told reporters when met at Borneo Convention Centre Kuching (BCCK) here. Dr Woo was one of the speakers at the 10th RCOG International Scientific Congress at BCCK.

She pointed out that if 70 per cent of the population of developing countries were given the vaccination, it would see a 50 per cent drop in HPV-related diseases.

She added that 5 per cent of cancers in the world were associated with HPV, and 12 per cent of female cancers due to HPV.

“One in every six cancers in the world is due to infectious disease, of which HPV-related diseases top the list. Infectious diseases are preventable, which means one in six cancers in the world is preventable.

“As such, we should be doing something to stop it and vaccination is the way,” she said, adding that if 70 per cent of women in developing countries were given the vaccination, it could prevent 4 million deaths in the next 10 years.

Pap smears should be carried out every three years for women aged 21 to 55 even though they had the vaccination, stressed Dr Woo.

“Take responsibility for your own health. Don’t feel shy or shame to look for a doctor.”

The HPV vaccination programme was particularly useful in countries without organised cervical cancer screening programme like Malaysia, opined Prof Margaret Anne Stanley, one of the speakers at the congress.

Describing cervical cancer as a big problem in Malaysia, the research director of Department of Pathology at Cambridge University attributed the high death rate from the cancer to poor screening.

She pointed out most Malaysian women diagnosed with cervical cancer were at the last stage, hence had an increased death rate.

“In United Kingdom (UK), every woman will get a letter inviting them to have a pap smear done when they reach 25 years old. It is almost 100 per cent cure if a woman is detected with signs of pre-cancer. If the woman decides to ignore it, there is a 40 per cent chance that the pre-cancer will turn into cancer.”

Besides preventing cervical cancer, the HPV vaccination was effective in preventing genital warts, Stanley disclosed.

About 10 per cent of the population would get genital warts, a highly contagious disease, she revealed. UK spent 30 million British pounds annually to treat genital warts.

“If you have a lot of sex partners, you are increasing your risk. Therefore, it is good to have the vaccination.”

Stanley stressed that 18 million doses of HPV vaccines had been used to date and there was no indication of serious side-effects other than a sore arm or fever.

“What is the side-effect of HPV vaccination? Sore arm. And what is the side-effect of cervical cancer? Death!”

She advised parents to ensure their children, particularly daughters, to have the vaccination.

“For mothers, if you can afford, get yourself vaccinated. If I’m the mother, I would like my boys to get the vaccination too.”

Women should also encourage their partners to have the vaccination.

Both Dr Woo and Stanley presented their insights on HPV at a lunch symposium sponsored by MSD.

Read more: http://www.theborneopost.com/2012/06/09/consider-hpv-vaccination-for-all-school-children-govt-told/#ixzz1xS7KuMDk

2012, Arkib Berita, Keselamatan Pelajar/Kesihatan, Pembangunan Sekolah, Pendidikan Awal, Pendidikan Khas

DPM: 10-15 pct children have learning disability

Posted on June 10, 2012, Sunday

OVER TO YOU: NECIC president Datuk Dr Amar Singh (fourth right) hands over the memorandum to Mazlan (representing Muhyiddin) witnessed by state Social Welfare Department director Noriah Ahmad (left), co-chair of the local organising committee Datuk Kapitan Janet Lau (third right) and Sibu Divisional education officer Wong Chung Kung (second right) at the closing of the 4th National Early Childhood Intervention Conference.

SIBU: Deputy Prime Minister Tan Sri Muhyiddin Yassin said yesterday 10 to 15 per cent of children have some form of learning disability.

Muhyiddin, who is also Education Minister, added that this included conditions like autism, attention deficit hyperactivity disorder (ADHD), Down’s Syndrome and dyslexia.

He assured that a memorandum on Inclusive Education would be given due consideration as a starting point to see children as children first.

“Learning disabilities have emerged as the largest challenge in the education of children with special needs. Even in some children with physical disability and those with intellectual impairment, special education remains a vital component of the support they need,” he said in conjunction with the closing of the 4th National Early Childhood Intervention Conference here.

His text-of-speech was read by the director of day school management division (Ministry of Education), Datuk Mazlan Mohamad.

The conference themed ‘Family-centred Practices – Early Childhood Intervention and Beyond’ started on Thursday and ended yesterday.

The official media are Utusan Borneo, The Borneo Post and See Hua Daily News.

More than 600 delegates from NGOs and government agencies throughout the country as well as over 50 international participants attended the conference.

Muhyiddin pointed out that the majority of children with autism, ADHD and dyslexia have a normal IQ and many can be educated in the main stream education nationwide.

NGOs, he said could play vital supportive role given that teachers were often at a loss on how to deal with children with special needs in a larger classroom environment.

“The Education Department is committed to meeting the education needs of all children with special needs. The Ministry of Education (MoE) is extending its services into the pre-school area and this plays a vital role in identifying and preparing children for school.

“There is also a need to inject passion and commitment into teachers educating children with special needs.”

He mentioned that the welfare of children with special needs had been relatively well taken care by the Social Welfare Department.

With the country moving forward towards full developed status, more efforts were needed to ensure the educational needs of these children were fully taken care of.

“As such, Malaysia had enacted the PWD (Persons with Disability) Act in 2008 as well as signed the UN convention on the Rights of PWD. MoE had long been involved with the education of children with special needs,” he noted.

He observed that early childhood education and care had taken big strides and improvement over the past few years.

Muhyiddin assured that the Memorandum on Inclusive Education as National Policy spearheaded by the NECIC and endorsed/supported by 60 NGOs nationwide would receive due consideration.

Read more: http://www.theborneopost.com/2012/06/10/dpm-10-15-pct-children-have-learning-disability/#ixzz1xS5vMMuv

2012, Arkib Berita, Bahasa, Masalah Guru, Pembangunan Sekolah, Program, Subjek

STU: Expand scope of foreign English language experts

Posted on June 10, 2012, Sunday

SIBU: The Sarawak Teachers’ Union (STU) has called for the services of foreign English language experts and consultants to be extended to teacher-training institutions.

STU president William Ghani Bina said this is so that more locals can be trained in the proper use and teaching of the language in the long term.

“Local language teachers will become more apt in the English language and pronunciation would come naturally as they need not think about how to pronounce certain words or even in communication given the multilingual setting in the Malaysian context,” he said.

For example, he said, training a Penan English language teacher who later returns to the community to teach the language would be a good motivator for Penan children.

“This is because the teacher knows the culture of the community better and the children would feel more comfortable.”

He pointed out that the culture of the school should revolve around that of the people.

Local teachers would also be better exposed to the thinking of native English speakers and their culture, he said.

Ghani added that Sarawak is not short of people who can be trained to impart the English language more effectively.

He noted that currently the native speakers are mainly helping Primary 1 and 2 teachers.

“They are more into the teaching of phonetics and grammar and helping teachers prepare their teaching aids, including how to teach the language effectively,” said Ghani.

He also highlighted the fact that in Peninsular Malaysia, one foreign expert takes care of three schools, while in Sarawak there is one for every five schools.

Last year, Deputy Prime Minister Tan Sri Muhyiddin Yassin said the Education Ministry would hire 370 foreign English language experts to monitor the teaching of the language in Malaysian schools.

Read more: http://www.theborneopost.com/2012/06/10/stu-expand-scope-of-foreign-english-language-experts/#ixzz1xS5b5Opd

2012, Aliran, Arkib Berita, Keselamatan Pelajar/Kesihatan, Masalah Pelajar, Pembangunan Sekolah, Pendidikan Khas

S’wak needs vocational school for the deaf

Posted on June 11, 2012, Monday

by Georgette Tan, reporters@theborneopost.com.

HAPPY 30TH ANNIVERSARY: Fatimah (centre) cutting the anniversary cake together with Sim (fourth left), Noriah (third left) and members of the organising committee.

KUCHING: Sarawak wants its own vocational school for the deaf so that this group of disadvantaged people can have easier access to education.

Presently, there are only two vocational schools for the deaf in the country — SM Vokasional Shah Alam and SMK Persekutuan Pulau Pinang.

“We hope to have one in Sarawak so that our students need not go to Peninsular Malaysia for vocational training,” said Welfare, Women and Family Development Minister Datuk Fatimah Abdullah.

Speaking at the  30th anniversary celebration of the Sarawak Society for the Deaf (SSD), Fatimah said that education is always the way forward.

Sarawak has a primary school for the hearing-impaired, with a total of 147 students. At the secondary school level, 89 deaf students learn alongside normal students at integrated schools located in Kuching, Sibu and Miri.

“That’s a good practice. If we want to have a caring society, we have to let the physically disadvantaged be integrated with the normal students so they can experience socialising with each other,” said Fatimah.

A vital role played by SDD is job placement for their deaf members. A successful employment story is KFC Saujana, which is fully operated and managed by deaf employees.

Fatimah said the government has a policy of hiring disabled persons to make up one per cent of its workforce, but it is still not widely practised.

“We still have to work very hard to convince the public at large that the deaf are equally capable. We have to give opportunities for them to show their capability.”

The hearing-impaired makes up the third highest group of disabled people registered with the State Welfare Department at 452 people as of June this year. In the lead is learning impediments at 1,472, followed by physical disabilities at 923.

SSD has a membership of 243, comprising mainly of young adults, working individuals, secondary students and school leavers.

The society organises motivational talks for deaf members, sign language classes for hearing people, and free tuition for deaf primary school pupils and secondary school students.

There is also the car wash project, tailoring project, hair dressing project and line dancing.

According to SSD chairman BC Sim, they are actively pursuing tertiary education options for their members and have managed to gain support from several local institutions.

“If we sponsor a member, the institution will admit another member for free,” he said in his speech.

He added that while the northern regions of Sarawak have their own society for the deaf, the central region is still lacking one.

“The Lion’s Club of Sibu is currently setting one up,” he said, adding that he encouraged the deaf in Sibu to also form their own club to better manage their own needs.

During the celebration, members of SSD presented a line dance to music that they could not hear, and a sketch.

They also acknowledged the successes of individual members, who have risen beyond their disability to have their own families and careers.

Also present at the celebration was State Welfare director Noriah Ahmad.

Read more: http://www.theborneopost.com/2012/06/11/swak-needs-vocational-school-for-the-deaf/#ixzz1xS4ybHDN

2012, Arkib Berita, Forum, Keibubapaan, Masalah Guru, Masalah Pelajar, Pembangunan Sekolah, Rencana, Surat

CANING: To discipline is to love

Sunday, June 10, 2012

By Khadijah Rohani, Kuala Lumpur 0 comments

AS a mother and educationist, I read last Sunday’s article “Use positive ways, not the cane” with much interest. When children become boorish, selfish, thoughtless, obnoxious or indisciplined, who should be responsible?

Parents? Schools? Teachers? Society? I believe that it is human nature to resist authority from time to time.

When children become rebellious, they are testing the authority — be it parents or teacher — to see how far they can go.

What they really want is reassurance that we are firm and strong but still caring. They need and must have boundaries within which they can operate and authority to whom they can go with confidence to get the direction to succeed in life.

Children do all these because they are hurting. When we understand this fact, it helps us to love them even when they are being unlovable.

Some parents today bring up children with overt permissiveness. We overindulge them. We give them everything and let our children run loose. This sets the expectation in our children that others should treat them the same way.

This is certainly poor preparation for survival in today’s world. We should remember that discipline and order are part of the natural laws of the universe.

Children who are not being disciplined with love by the family will be disciplined without love by the big world.

So comes the big question: what is discipline? Unfortunately, it is one of the most misunderstood words in the English language. Many think of it as punishment or as something unpleasant.

In Greek, the word denotes chastening, correcting, upbringing, training, instruction, education, and reproof. Therefore, the purpose of discipline is positive, mainly to produce a wholesome person, free from the faults that hinder maximum development.

Reflectively, the word “discipline” comes from “disciple”, meaning “a follower of a teacher”.

A disciple should follow his teacher out of love or conviction, and not out of fear of punishment. Certainly, positive and caring parents, teachers, schools and societies would want their children to follow them and their rules because they love and trust them, not because they fear them.

Real discipline is an expression of love and is a long range best interest. The disciplined person is the one who does what needs to be done when it needs to be done.

Is physical discipline necessary? One of the most significant aspects of maturity is learning to be self-controlled or self-disciplined.

We can answer this by quoting psychologist James Dobson.

He says: “If punishment does not influence human behaviour, then why is the issuance of speeding citations by police so effective in controlling traffic on a busy street? Why then do homeowners rush to get their tax payments in the mail to avoid a six per cent penalty for being late? If punishment has no power then why does a well-deserved spanking often turn a sullen little trouble-maker into a sweet and loving angel?”

And remember these words of wisdom: “He who spares the rod hates his son, but he who loves him is careful to discipline him” and “The rod of correction imparts wisdom, but a child left to itself disgraces his mother”.

We can take this to mean that the rod was primarily used to protect, rescue and guide the child.

Read more: CANING: To discipline is to love – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/caning-to-discipline-is-to-love-1.92892#ixzz1xS1ewSY1

2012, Arkib Berita, Forum, Masalah Pelajar, Pembangunan Sekolah, Rencana, Surat

CANING: Try talking to this unruly bunch

Sunday, June 10, 2012

By Samuel Yesuiah, Seremban, Negri Sembilan 0 comments

GIVING teachers the power to wield the cane to cope with unruly students is a never-ending issue. There are many people who are against such a “barbaric and inhumane” approach in dealing with difficult students.

Counsellors, psychologists and therapists advocate positive ways to solving disciplinary problems in schools.

Somehow most of these peace-loving advocates do not understand or see the severity of indiscipline in some schools. No one is asking teachers to use the cane for minor disciplinary problems.

Even squabbles and skirmishes among students can be forgiven and let off with a warning. But teachers are dealing with far more dangerous and violent behaviour of some students today.

What do you do with students who are caught repeatedly smoking despite warnings and reprimands, those who bring pornography to class, those who bully others, those who hurt and injure other students, those who extort money, those who are gangsters, those who play truant regularly, those who have sex with their schoolmates, those who use vulgar and abusive language, those who steal and rob, those who damage teachers’ cars and other school property and boys who harass and molest girls?

These are just some of the problems faced by some schools and it is for these hardcore students that teachers should be given the power to wield the cane.

The cane should also be used on students who have no respect for teachers. Some teachers dread to enter certain classes that are beyond their control.

Most of these disciplinary problems can be traced to bad parenting. However, schools do not have the time nor the resources to look into this aspect to tackle the problem. If parents could be fined or charged with student indiscipline, then maybe caning could be scrapped.

It would be good if those who are against caning could go to these schools and try out their positive ways to overcome disciplinary problems. It is not so easy to walk the talk when you are faced with it head on. Ask the teachers.

Read more: CANING: Try talking to this unruly bunch – Letters to the Editor – New Straits Times http://www.nst.com.my/opinion/letters-to-the-editor/caning-try-talking-to-this-unruly-bunch-1.92890#ixzz1xS0ZSqvh