Towards inclusive education: a cross-national policy of educational provision for deafblind learners in malaysia and developed countries

Mohd Norazmi Nordin; Yasmin Hussain

doi:10.55529/jlep.51.26.33

Authors

Mohd Norazmi Nordin City University Malaysia, Petaling Jaya, Selangor, Malaysia.
Yasmin Hussain Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

Keywords:

Deafblind Education, Inclusive Education Policy, Malaysia, Cross-National Comparison, Special Education Provision

Abstract

This article presents a comparative document analysis of educational policies and implementation frameworks for deafblind learners in Malaysia, the United States, and Sweden. While the US and Sweden have established comprehensive legal recognition, specialised service delivery, teacher training, and inter-agency collaboration, Malaysia lacks a clear policy definition and systemic support for this group. The study highlights critical gaps in Malaysia’s policy and practice, underscoring the need for legal reform, targeted teacher preparation, integrated service models, and effective data monitoring. The findings offer evidence-based recommendations to advance inclusive education for deafblind learners in Malaysia, aligning with international mandates such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD).

References

[1] 'Standards for education of deafblind persons', World Federation of the Deafblind, 2018.

[2] 'At risk of exclusion from CRPD and SDGs implementation: Inequality and persons with deafblindness', World Federation of the Deafblind, 2018.https://wfdb.eu

[3] United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf

[4] 'Convention on the Rights of Persons with Disabilities', United Nations Treaty Series, 2006.

[5] S. M. Bruce, M. Marschark, and P. E. Spencer, Educating children who are deafblind: New perspectives and directions. Gallaudet University Press, 2016.

[6] S. N. Skarsaune, H. Hanisch, and A. Gjermestad, 'Self-Determination: What can we Learn from Persons with Profound Intellectual and Multiple Disabilities?', Scand. J. Disabil. Res., vol. 23, no. 1, pp. 317-327, Nov. 2021. doi.org/10.16993/sjdr.830

[7] L. Svensson, U. Andersson, and E. Nilsson, 'Support systems for learners with dual sensory loss in Sweden', Scandinavian Journal of Disability Research, vol. 24, no. 1, pp. 89-102, 2022.

[8] Special education policy and regulations. Putrajaya: Ministry of Education. 2022.

[9] G. A. Bowen, 'Document analysis as a qualitative research method', Qualitative Research Journal, vol. 9, no. 2, pp. 27-40, 2009. doi.org/10.3316/QRJ0902027

[10] Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

[11] Swedish National Agency for Education. (2020). Education Act (2010:800). Retrieved from https://www.skolverket.se

[12] M. Rousseau, ‘Inclusive education and data systems: Making invisible learners visible’, International Journal of Inclusive Education, vol. 24, no. 10, pp. 1105–1119, 2020.

[13] D. Rousseau, 'Policy analysis frameworks for special education: A comparative approach', International Journal of Disability Studies, vol. 15, no. 3, pp. 180-195, 2020.

[14] J. Smith and L. Doe, 'Cross-national education policy research: Methods and approaches', Comparative Education Review, vol. 61, no. 4, pp. 509-530, 2017.

[15] ‘Improving services, results, and quality of life for children and youth who are deafblind’. [Online]. Available: https://nationaldb.org. [Accessed: 10-Jun-2025].

[16] 'Improving services, results, and quality of life for children and youth who are deafblind'. [Online]. Available: https://nationaldb.org. [Accessed: 10-Jun-2025].

[17] M. Norani, M. Jamaluddin, and S. Ahmad, 'Teacher preparedness in special education in Malaysia: Challenges and opportunities', Malaysian Journal of Education, vol. 46, no. 1, pp. 45-60, 2021.

[18] M. N. Norani, S. Jamaluddin, and R. Ahmad, 'Challenges and strategies in teaching students with dual sensory loss in Malaysian inclusive classrooms', International Journal of Special Education, vol. 36, no. 2, pp. 45-58, 2021.

[19] Annual report on IDEA implementation. Washington, D.C.: Office of Special Education Programs, 2020.

[20] Thirty-eighth annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2016. Washington, DC, 2016.

[21] 'Annual report on special education services', in Ministry of Education, Stockholm, 2023.

[22] Inclusive education for children with disabilities in Malaysia: A situational analysis. Kuala Lumpur: UNICEF Malaysia, 2021.

[23] Children with disabilities in Malaysia: Challenges and recommendations. Kuala Lumpur: UNICEF, 2021.

[24] S. Mitra, 'Disability and equity at school: A global perspective', Journal of Education Policy, vol. 33, no. 2, pp. 215-232, 2018.

[25] 'Global Education Monitoring Report 2020: Inclusion and education', UNESCO, 2020.

[26] UNESCO. (2020). Global education monitoring report 2020: Inclusion and education - All means all. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718 doi.org/10.54676/JJNK6989

[27] Ainscow, M. (2020). Understanding and developing inclusive education systems. Routledge.

[28] M. Ainscow, Struggles for equity in education: The selected works of Mel Ainscow. 2020.