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Special education schools performance unsatisfactory

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KUALA LUMPUR, Nov 22 2016 : The education performance of special needs students (SNS) at Special Education Schools (SES) is unsatisfactory, according to the Auditor General’s Report 2015 Series 2.

In an audit carried out in 2014 and 2015, only two (4.3 per cent) of 47 students at the Penang Federal Special Education Secondary School passed their PMR or PT3.

From 2013 till 2015, SNS failed to reach the GPA target in the UPSR and SPM.

“However, SNS’ performance in the Malaysian Skills Certificate (SKM) and Skill Development Department (JPK) certificate was good.

“Of the 397 SNS, 375 (95.7 per cent) succeeded in reaching the ‘skilled’ level of 60 to 89 per cent; 14 (3.6 per cent) received the performance certificate; and only three (0.8 per cent) failed,” said the report.

According to the report, the ministry in a feedback on Sept 28, 2016, said it had taken a number of measures to improve SNS’ performance in government examinations including their potential to answer questions, through intervention activities in Individual Education Planning which minimises their hindrances.

The ministry also made a headcount of SNS who were targeted to pass and strengthened their achievement capability.

Aside from that, the report said SNS athletes during the same audit period displayed excellence at national level sports through track and field events with 364 participations from 368 targets and setting 18 new records.

The audit scope covered planning, implementation and monitoring on special education management at SES for 2013 till 2015 in three states, Selangor, Johor and Penang involving six of 33 schools.

The report also found for 2013 till 2015 that the Special Education Division disbursed a management allocation totaling RM76.81 million to the six SES but the actual expenditure came up to RM79.41 million.

“Overall, the audit carried out in February till May found the special education management to be satisfactory from the aspect of entry or placement of pupils, special education teaching personnel and pupil management assistants as
well as class facilities.

“Nevertheless, there are a number of weaknesses which needed attention, among them, teaching and learning tools which were already aged, and underqualified vocational teachers who did not meet the criteria set by the
JPK,” said the report.

In this regard, the Auditor General’s Report recommended that the ministry takes improvement steps such as ensuring adequate allocation for teaching and learning, and vocational skill courses for teachers.  – Bernama

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