dika college e-newsletter walking in each · edupreneurial edge trailblazing advocacy. the passage...
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Walking in eachother’s shoesAn ISNC family ‘hope’ philosophyCover Story Page 12
ISSUE 02 - 2019
DIKA COLLEGE E-NEWSLETTER
Diversity &InclusionSymposium
Page 16 Page 08
Play is hereto stay!
Page 14 Page 06
EdupreneurialEdge
TrailblazingAdvocacy
The passage to embrace diversity begins with the willingness to step into another person’s shoe, and in journeying with them along the same path. This can only happen if we understand the merits of being inclusive in our thoughts, words and deeds. When we do, the possibilities are endless and the future holds such great hope.
02 03
The DIKABeaconDiversity is beautiful. Diversity defines us.Diversity is what makes us human.
Registration is openfor the Symposium on Special
Education: Diversity andInclusion which will be held
on 15-16 June 2019.More information on page 16
Would you want towalk in somebody
else’s shoe?
When we discern the beauty of
diversity, we are led to a deeper
meaning. We accept each other for
who we are, and we exuberantly
celebrate our differences. Diversity
also means inclusion. When we
embrace diversity, we see each other
as one, and we become eager to walk
in solidarity with one another.
In 2009, Dika College introduced the
Diploma in Special Needs Education.
Since then, it has been a decade-long
commitment to empower students
with the knowledge and skills that
enables them to offer fortitude and
strength to those who are special.
To further establish its role as an
educator for all, Dika collaborates
with sister company, ISNC Edu Hub
Sdn Bhd (ISNC) to provide industry
advisory and insight. Dika looks upon
special education as an obligation and
this branch of education will always be
a priority to passionately pursue and
nurture. Dika is committed to inspiring
hope, and in making certain that no
person is left behind.
04 05
We AreAll Special
To me, special
needs children
are just like any other
children. They need
time and help with
learning. There is
countless literature
that advocates for
inclusive setting for
the benefit of
all children.
In an inclusive classroom, children
with special needs are known to learn
faster by observing their peers and
being motivated to keep up. Fellow
peers on the other hand learn that not
all children are made the same and
through interacting with each other,
learn important values like tolerance,
kindness and compassion. What else
can be better than this? After all, we
want our children to grow up ready for
the real world.
The question is what kind of a world
do you want it to be? I for one want a
better world for our children and that
starts with embracing diversity and
practising inclusion.
Pua Chee Ling
Chief Executive, Dika College
To me, inclusion doesn’t just apply to
those with special needs. If society
can accept people and their
eccentricities, why can’t it extend the
same courtesy to those with special
needs? I believe that answer lies in our
education.
A society is a reflection of our
education system. When we learn
from young to perceive those who are
different from us in an unfavourable
light, it is natural that we grow up
doing the same. Sadly, it creates a
nation that lack values like
tolerance, understanding,
compassion and kindness. Taking a
stand for inclusion and diversity is
more than a special needs agenda; it
is about fighting for a better world
where everyone is accepted for who
they are. And it has to start with
education and I believe as
educators, we need to make a
constant and conscious effort to push
for inclusion and diversity. This is why
we continue to offer the special needs
programme at Dika College, we
believe that these children deserve to
be included and to be part of society.
It saddens me when schools turn
down special needs children because
they can’t handle them. What is the
purpose of a school if you can’t teach
them? To me, special needs children
are just like any other children. They
need time and help with learning.
There is countless literature that
advocates for inclusive setting for the
benefit of all children.
In my heart of hearts, I believe that we are all special. No oneindividual is the same as another, not even twins. We all have funny little quirks that make us unique whether it is an obsession with having everything in order, a habit of reading out loud to ourselves or the need to sanitise our hands after touching every little thing. In spite of our quirks, we all want to be accepted for who we are. And we are lucky because our family, friends and colleagues do, quirks and all.
NEWSLETTER
FOCUS
This volume is dedicated to
the world of special needs
education, by highlighting
the beauty of diversity when
we embody inclusion. More
importantly, the information
contained herewith allows
us to, in some small way
share with you Dika’s vision
to inspire aspirations; with
the hope that you will be the
change you want to see.
ExecutiveExpressions
12COVER STORY
WALKING IN EACH OTHER’S SHOES
ABOUT ISNC
14REAL WORLD DYNAMICS
TRAILBLAZINGADVOCACY
16GAME CHANGERS
SYMPOSIUM ONSPECIAL EDUCATION
18PERSPECTIVES
SPECIAL SCREENINGOF ‘GUANG’ TORAISE AWARENESSON AUTISM
20INFORMATION
03DIKA BEACON
05EXECUTIVE EXPRESSIONS
WE ARE ALL SPECIAL
06EDUPRENEURIAL EDGE
ADVOCATINGCONVERSATIONS
EXPRESSINGA FUTURE
08INTERNATIONAL EXPERIENCE
SELF-DIRECTEDMOTIVATIONS
PLAY IS HERETO STAY
10COVER STORY
EMPOWERINGINBORN GREATNESS
06 07
I have walked in
the shoes of the
teenagers in Pitas
and I know what it
feels like to be a
young person
longing for an
education.
My name is Fazly Tijim and I am 27 years old.
I was raised in a small district known as Pitas
in Sabah. Not being able to find a college to
study where I live, and having financial
limitations; I had to put my education on hold,
which is why I am only beginning to pursue my
diploma now.
I chose to study Business Management at Dika
College for the quality education the college
offers and personally, having the opportunity
to have a flexible schedule as I am working
during the day and going for classes at night.
Dika has given me the experience of a lifetime
by providing lecturers who engage with me.
This ignites my curiosity, challenging me to
find creative ways to enhance my study
experience.
I have walked in the shoes of the teenagers in
Pitas and I know what it feels like to be a
young person longing for an education. When
I complete my studies, I wish to return to my
hometown to share my knowledge with the
youngsters there and be an inspiration to
them.
EdupreneurialEdge
ExpressingA FutureAdvocating
Conversations
My husband and I moved to
Singapore to be closer to our
daughters who were MOE ASEAN
Scholarship scholars. Presently, my
elder daughter is in her final year of
her Graduate Medical Studies at
DUKE-NUS, and my younger daughter
is pursuing her PhD in 3D Soft Food
Printing at NTU after graduating with a
Bachelor in Engineering (Aerospace)
with Honours.
My love affair with special education
began when I had my younger
daughter. Joy had Childhood Apraxia
of Speech (CAS). Children with CAS
have difficulty connecting speech
messages from the brain to the mouth,
and are not able to follow typical
patterns. Early intervention is critical
for such children to make progress.
I struggled to get a speech pathologist
referral for Joy, and it became very
clear to me then, that as a parent I had
to play an active role in her physical,
intellectual and emotional
development. The most crucial part for
a parent is getting over the hurdle of
denial, but when I came to terms with
the situation, I began to see very
clearly what I needed to do. I took up
a Montessori course and thereafter
pursued the Dika College Diploma in
Early Childhood Education (ECE).
When I came to Singapore, I
continued being active in my work
with parents who have children with
special needs; working with them to
help them understand the wide
options available for their child.
Singapore has practiced inclusion for
quite some time but there are always
new challenges to be dealt with.
Alongside Special Need Educators,
who are sent to schools to assist the
implementation of inclusion in
mainstream education, the Ministry
has recently set up a Parent Education
platform which will play a significant
role in helping parents understand the
importance and benefits of inclusion.
It is important for everyone to come
together to build a like-minded
community who shares a common
belief and value system. More
importantly it enables us to
continuously explore and commit to
what would be best for the child. The
benefits of inclusion for all children
have begun to see proven results, but
this can only be possible if the
conversations between stakeholders
continue; and I intend to continue
advocating for this.
Ong Tan Tan will deliver a
workshop on “Conversations
on Making Inclusive Education
Work” at the Symposium on
Special Education: Diversity
and Inclusion which will be
held on 15-16 June 2019.
More information on page 16
See yourself transform into a hopeful person and experience the self-satisfaction to know that you can overcome obstacles. This unstoppable passion will power you with a realisation that you are the change you want to be.
For more information on the Dika Edupreneur programme,
call 03 8075 6223 or visit www.dika.edu.my
Embracing theEDUprenuer in you
Parent Advocate Ong Tan Tan is a mother of two who regularly accepts invitations from the Ministry of Education in Singapore to attend discussions on on-going efforts to effectively implement inclusion in schools. The Dikaalumnus who has made Singapore her home base for almost a decade, firmly believes that conversations with the various stakeholders is fundamentally important; if we are to learn from one another.
Fazly TijimDiploma inBusiness Management
(FROM LEFT) Ong Tan Tan, Parent Advocate
with daughters Joy and April
08 09
InternationalExperience
Self-directedMotivationsDika College - New Zealand Tertiary College3+0 Bachelor of Education (Early Childhood Education) pioneer batch student Lim Hui Yi, 22, enthusiastically shared how theprogramme is helping her hone a powerful self-directed approach to learning; motivating her to emulate similar experiences in the learning environments under her charge. She shares her motivations as to why she ispursuing the programme in the following Q&A.
Why did you choose to do the
degree at Dika College?
NZTC’s qualification is recognised
accepted in many countries around
the world; largely due to its
industry-driven curriculum. I also
receive a lot of support from the
academic team at Dika College and
NZTC. The classes are kept small so
that each student receives ample
guidance and support, and the
programme can be completed in two
years entirely at Dika College.
How is juggling between a job and
studies working for you?
I work during the weekdays and I
attend classes during the weekends.
Some people wonder how I cope; but
my answer is that I would not have
had it any other way. Since I began my
degree programme, I find myself being
a more disciplined person. I am
applying what I learn in class into
practical situations at work.
Are you able to apply classroom
theories in your daily encounters?
The modules in the degree have
helped me be a better educator. For
example, in the Literacy and Creative
Arts module we are taught how to
initiate the reading and writing
process, by integrating into the
environment the appropriate stimulus.
This had inspired me to put up visual
aids in my classroom to encourage
students to pick up new vocabulary in
a fun and creative manner.
Describe your rapport with
the academic team.
The responses from my tutors and
lecturers are always prompt, and the
breadth and depth of their knowledge
and experience is really inspiring. The
open lines of communication between
students and the academic team,
provides for efficient feedback to
questions, ideas and concerns. There
is a period of adapting to the study
approach but once one gets the hang
of things, you really appreciate the
wealth of knowledge that the
programme offers.
Dika College Chief Executive Pua Chee Ling
and Senior Lecturer Samantha Lee joined over
100 other participants at the 2019 New
Zealand Tertiary College (NZTC) Symposium
on the theme ‘The Power of Play’ held at the
NZTC campus in Auckland New Zealand on
8th March 2019.
The Symposium fielded a host of topics from
the subject of play and social and cognitive
development to the teaching of soft skills
through play, and expounding on how play can
prepare children for the future. It also featured
sessions that were focused on special needs
and the benefits of inclusive education
frameworks.
Play ishere to stay
Since the early 2000s, there has
been a shift towards recommend-
ing the use of play-based learning
in early education curricula; using
it as developmentally appropriate
practice to strengthen the areas
of development and learning.
The New Zealand Tertiary College
(NZTC) advocates for children to
be developed into happy,
confident, and thriving individuals
through play. Through its
play-based curriculum, NZTC
champions the responsibility to
live, love and promote play in all
its rich variety, as being central to
young children’s learning.
The NZTC 3+0 Bachelor of
Education (Early Childhood
Education) offered in
collaboration with Dika College is
an internationally-recognised
qualification that equips future
educators with an aptitude and
attitude to effectively steer early
childhood education in the
21st century.
The degree is recognised by the
Malaysian Qualifications Agency
(MQA) and the New Zealand
Qualifications Authority (NZQA).
The modules are provided,
reviewed and graded by NZTC
and students work closely with
Dika and NZTC tutors and
lecturers, in addition to receiving
access to NZTC’s extensive
online learning and technology
platforms.
LIM HUI YI: Putting theory to practice
InternationalAffliations
Dika’s international
academic affiliations
with our counterparts are
kept abreast through a
progressive and enlightened
relationship focused on
strengthening industry
aspirations, especially those
that emphasise the
integration of special
education into mainstream
education
frameworks.
10 11
Their ultimate hope though is one they share with every parent; that their child will be all right in the end. He would grow up to be a purpose-ful human being, independent, able to fend for himself, be part of a community and find his rightful place in the world.
It is this HOPE that the International Special Needs Children (ISNC) was founded on. Serving as a salve for parents with children with special needs who are often forced to go from one therapist to another to attend to their child's unique needs, ISNC functions as a one-stop-centre catered to a child's holistic wellbeing and development.
The idea mainly was to have a team of in-house specialists so it can offer a cohesive and individualised education programme that integrates academic and specialised therapy, providing special needs children all the tools available to learn and overcome their challenges. Importantly, ISNC aimed to unconditionally accept children who are often ostracised for being different and give them a chance to realise their full potential.
Not so differentWhile we are driven to believe thatspecial needs children are different, in reality, they are just like any other child, says the Head of School of
ISNC, Pua Chee Ling. "The truth is every child learns differently. Each has its strengths and weaknesses. Some have more challenges with learning and thus, need more time, one-to-one attention and specialised therapy."
For a special need child, it can take months to a year or even more to learn one thing. But with an abundance of patience and understanding,innovative techniques andperseverance on the part of his teacher(s) and parents, one thing is assured, that is improvements.
This is perfectly illustrated by a seven-year-old student at ISNC who had trouble sitting still for more than a few minutes at a time before being distracted by something. A few weeks
in, he is now able to sit for half an hour to 45 minutes straight, focused on completing the task in front of him. His father was also excited to report that he was able to take his son out to the night market recently, withouttriggering a meltdown. They also have their own share of tantrums and meltdowns before they get there. But there is hope that they will.
The alternative would be worse. To not give these children a chance, to label them and treat them differently will put them on a sure path to failure in life and effectively pushed to the fringes of society. "And with so many children with special needs these days, what will the future our society be? What will happen to these children when they grow up?" questions Chee Ling.
Culture of inclusionA proponent of inclusion, ISNCcelebrates diversity by accepting children with all types of learning difficulties. While it is a norm for a centre to specialise on one type of special needs, ISNC believes that no child should be turned away at the door because the school doesn't have the means to deal with their specific type of needs.
For this reason, ISNC emphasised on having an in-house team made up of a diverse set of specialists from behaviour expert, physiotherapist to special needs educator so they can help children with all types of learning difficulties.
ISNC is also based on the belief that what makes us different actually helps teach others (and vice versa),important values like respect,understanding, tolerance and more. With research showing that children of all types and abilities being in the same classroom will benefit their overall development, inspiring lessons and new ways of learning that would not present itself in a regularclassroom, ISNC believes encouraging their students into mainstream school is the ideal outcome. This is why its ultimate mission is to promote schoolreadiness or to encourage their students' earliest possible departure from their school to join a mainstream school.
School andcommunity readyIt officially caters to students fromages seven to 11, but in the spirit of inclusion, Chee Ling says they do
School andcommunity readyIt officially caters to students fromages seven to 11, but in the spirit of inclusion, Chee Ling says they do
challenges. The idea is, so both sides are well informed about what is going on with the child. It also provides an opportunity for teachers and parents to learn about the child from each other, which will help the teachers to plan lessons for the child's unique development.
Into thefutureIn the long run, ISNC is envisioned asa research centre that will drive research and develop-ment in the field of special needs and education. At the same time, it will also serve as a resource hub for parents who need help, advice or a second opinion on their child. Besides hope, ISNCexemplifies the spirit of service and giving back. It is set up in a way that profits go back to the school and the
teachers for their development in the chosen specialisation. The idea is to support the people who are working in special needs so the money it makes will be contributed back to theteachers and the school, which will essentially benefit the children and society in the long run. The school also hopes to give back in other ways. When they are more established, they hope to offer subsidised education to less fortunate students.
There is even a plan for a trust fund that will provide scholarshipopportunities, paid therapy and more at the corporate level. With middle-in-come parents with children with special needs are struggling to keep up with expenses for their child, what more those who are less fortunate, says Chee Ling. By providingaffordable and accessible special needs education and care, ISNC aspires to be a beacon of hope for all parents with a special needs child.
accept any child with learningdifficulties. With older students,Chee Ling says it's about getting them community ready, so they can live and function in society, i.e. get a job, able to communicate with others and be independent. With younger children (below seven years), what they do is an early intervention in hopes that when it is time for the child to enter school, they would be ready to integrate into a mainstream primary school setting. According to Chee Ling, "Though we are education focused, we never wanted for a child to stay on with us. If they are well and able to integrate into a mainstream school, we want that for our children. If they can't, in the end, they must be community ready."
If the child findsit difficult toassimilate into a mainstream school, which sometimes happens because they can't handle the larger environment or needs moreattention, which the teacher is not able to provide, ISNC provides a national school education syllabus that the child can pursue to completion."Academic-wise, we follow acurriculum provided by the Ministry ofEducation. But aside from that, for the child to sit and learn withoutincidences needs to addressed as well, and that is where therapy comes in whether it is behavioural oroccupational and so on."
One of the practices that stand out at ISNC is that the teachers work closely with the parents throughout the child's educational journey and are in active communication with them. They also conduct weekly communication with parents to discuss the child's progress and challenges. The idea is, so both sides are well informed about what is going
Cover Story
EmpoweringInborn Greatness
All a parent with a child with special needs can do with any kind of
certainty each day is to hold on to hope. Hope that her child doesn't
have a meltdown in the morning so she can get to work on time.
Hope for a much-needed raise so he can finally also afford the
behavioural therapist his son needs on top of the current
occupational therapist that he goes to now. Or hope that they will be
able to find a more affordable school for their child that not only
accepts special needs children but also offers a good education
programme catered to their child's unique needs.
A proponent of inclusion, ISNC
celebrates diversity by accepting children with all types of learning difficulties. While it is a norm for a centre to specialise on one type of special needs, ISNC believes that no child should be turned away at the door because the school doesn't have the means to deal with theirspecific type of needs.
For a special needs child, it can take months to a
year or even more to learn one thing. But with an abundance of patience and understanding,innovative techniques and perseverance on the part of his teacher(s) andparents, one thing is assured, that isimprovements.
12 13
CoverStoryWalking in each other’s shoes
The ISNC family shares what diversityand inclusiveness means to them
Diversity means that
everyone is unique and
different. Inclusion is
accepting that everyone
is different and that each
has his or her strengths
and weaknesses. It is
more than tolerating the
other person but
understanding them
and where they are
coming from.
Nurhani Sharaf
Founded by leading entrepreneur and educator at heart, Dr Sim
Quan Seng, the International Special Needs Children Edu Hub
Sdn Bhd (ISNC ) officially opened its doors on 11 Feb 2019. A
proponent of inclusion, ISNC celebrates diversity and accepts
children with all categories of learning difficulties. ISNC firmly
believes that ALL children should thrive together in a common
environment, and therefore, it is its aim to provide students with
the encouragement and confidence to be mainstream school ready.
The ISNC’s ultimate mission is to promote school readiness, by
encouraging students at the earliest possible departure, to join,
assimilate and benefit from a mainstream school environment.
ISNC was established on “hope” and its tagline “Hope Begins Here”
is a reflection of this fervent intent. ISNC is inspired to play a pivotal
role in helping individuals with special needs, assure themselves of a
future where they are embraced and cherished members of the
society. In achieving this, it wills to empower caregivers, strengthen
stakeholder cohesiveness, and prepare individuals with special
needs to be independent and equitable members of the community.
When we do not see
diversity as important,
the eventual extinction of
any or all species is
inevitable. When we value
diversity, we empower
ourselves with a mindset
that safeguards the value
of all things in the natural
world. This is outcome
of being inclusive, and
we all have a role to
play in ensuring that
inclusiveness
happens.
Sarine Tan
Diversity means inclusion.
What is deemed normal
or different, is a just a
definition by society.
We may have different
personalities but
we need to strive for
a set of core values that
unifies us. For when we
embrace one another,
differences and all, we
can do amazing things.
Tengku Nafisah
Nadirah
To me, both diversityand inclusion are directly linked. Diversity is tounderstand that each individual is unique intheir own way andrecognising theirdifferences. Inclusionis accepting everybody, regardless of who theyare. So, if you are ableto embrace diversity,then indirectly you can accept everyone.
Shobeni Arunasalam
There is unity in diversity.
A rose cannot be an orchid,
and therefore when we
are united in diversity, we
actualise our potentials.
Every person is different,
and we are all better
human beings for that.
We must embrace
diversity and never
be judgmental
over differences.
Sai Govindh
In a mainstream school,
diversity and inclusion is
about recognising and
accepting the different
races. This is how
society sees it. If you
apply it to special
needs, it is
essentially
the same thing;
it is about
accepting
everyone
regardless of their
abilities and co-
existing together
in a society.
Charlie Wong
About ISNC
14 15
Beacon of Hope Project In Aid ofTadika Tabung Harapan Pitas, Sabah
In August 2018, the plight of Tadika Tabung Harapan was highlighted by Nelvianna Masandul an alumnus of Dika College and keynote speaker at the #initfortherightreason Symposium on Early Childhood Education.
Since the symposium, the management of Dika College
has been in contact with Nelvianna to offer assistance;
with the hope of alleviating the predicament of the school.
Early this year, the management of the kindergarten
announced its decision to build a new school building.
Dika College welcomes this and is excited to be part of the
fundraising initiative.
24-26 March 2019:Strengthening the ECE experience
A team from Dika College spent three inspirational days with teachers from Orang Asli villages located in Kuala Rompin and Bukit Gong Chini in Pahang, and Kampung Air Bah and Kampung Tasik Grik in Perak.
“Co-organised with the YWCA Vocational Training
Opportunities Centre (VTOC) in Kuala Lumpur, the
specially-crafted workshop was aimed at providing
guidance on the effective teaching of core subjects such
as Mathematics, Bahasa Melayu and English; to prepare
the pre-school children for Standard One,” shared
Nazirah Hussin of Dika’s Academic Support who
coordinated the training. “It is always a great joy for us to
work with counterparts to advocate the importance of a
strong ECE education.”
Real World DynamicsTrailblazing
AdvocacyDika’s visionary education fundamentals ingrains in students the wisdom to navigate their academic aptitudes and character attitudes in a direction that is guided by high moral and ethical values. This is the Dika Edge and the educators at Dika take it very seriously. Dika’s empowering education leadership has and will continue to nurture 21st century citizens who thrive in adversity and are inspired by the challenges they face; and as such are setting standards and leading active advocacy initiatives all across the globe to make the world a better place.
January 2019:Laughter without Humour!
“You can make yourself laugh without humour!” enthused Ho Chuk Fong wholed the team from Dika College in presenting a half a day
workshop at SMK Seri Utama to SMK Seri Mutiara.
“Fun and simple physical activities that initiate laughter
can help manage stress, especially for school-going
students who are sitting for examinations,” said Ho who
also explained that laughter improves a person’s overall
wellbeing and that Dika College is committed to helping
students, teachers and parents achieve a balanced and
fulfilling life. The workshop is part of a series of school
engagement programmes that Dika College conducts at
secondary schools nationwide.
12-13 March 2019:Diving Into The Unknown
“Diving into the unknown, sink or swim with our own rafts, enduring a nine obstacle course and doing it all over again. At times we were not sure if we would survive this outdooradventure,” enthused Dika student Lim Shang Yi.
Lim and her 21 other course mates, together with three
staff members of the college spent two tiring but
inspiring days at Agrofarmstay in Malacca.
The trip, organised by the student committee, is a team
building initiative aimed at strengthening the bond
between students. “No man left behind is an inspiration I
keep close to my heart. When we embrace this, so will
our children,” said Lim.
16 17
GameChangers
15-16 June 2019
Global Oak Tree Scholars Secondary School, Plaza Jelutong
www.ticketjom.com
Organised by Dika College in collaborationwith ISNC Edu Hub (ISNC), the Symposiumon Special Education: Diversity andInclusion is the second installment of the hugely successful #initfortherightreason series of symposiums launched last year.
A unique approach
Enhanced with a unique approach, thetwo-day event features an innovativeprogramme of keynote addresses,networking sessions and lively interactiveworkshops that expound the merits ofspecial education pedagogy.
The inspiration:Diversity And Inclusion
The theme Diversity and Inclusion, outlinesthe parameters under which SpecialEducation will be discerned and discussed.The primary objective is to explore the variousways in which stakeholders can play acohesive and coherent role in the creationof inclusive learning environments in schools,at workplaces and in the community.
Keynotes
Workshops
THE IMPORTANCE OF
QUALITY INTERPERSONAL
ENGAGEMENT IN YOUNG
CHILDREN WITH AUTISM
INCLUSIVE EDUCATION-
PROVIDING OPPORTUNITIES
FOR OUR SPECIAL
CHILDREN
THIS IS ME! SELF-
ADVOCACY AND
MY LIFE
Tanya Elizabeth Catterall:
National Educator for Autism
New Zealand
Joanne Marie Charman:
National Educator for Autism
New Zealand
Dr. Muhamad Khairul
Anuar bin Hussin:
Special Education Teacher
Recipient of the Top 50 Global
Teacher Prize by the Varkey
Foundation 2019.
Sa Kar Yee:
Self-Advocate, United Voice
Forum: Inspiring Hope-Advocating Conversations
TITLE PRESENTERS
Joyous play – the key to engaging Autism New Zealand Educators:young children with Autism Tanya Elizabeth Catterall and Joanne Marie Charman
Let us show you how to make United Voice Representatives : your own choices Sa Kar Yee, Wendy Yeong, Renee Chan
Respite: A Discussion into the Tengku Nafisah Nadirah: Special Educator, ISNC Edu HubNeeds of a Special Needs Family Teow Chean Khai : Educational Psychologist, EIP-Autism
Teaching Cerebral Palsy: Going Beyond Norhamimah binti Nazaruddin, Special Education TeacherStigma and Challenges Rafidah Rafizah binti Ahmad, Disability Advocate
Managing Behaviour Ling Chih Chong Behaviour Analyst (BCBA), Behaviour Analysis Academy
Including Students with Special Professor Dr. Loh Sau Cheong, S.A.PNeeds in Mainstream Classrooms Head of Department, Department of Educational Psychology and Counseling, University Malaya
Reciprocal Teaching Dr Wong Tze Peng Assistant Professor in Special and Inclusive Education, School of Education, University of Nottingham Malaysia
Conversations on Making Ong Tan Tan: Educator, Learning ConsultantInclusive Education Work
To Read or Not To Read Sarine Tan: Teacher, Trainer and Lecturer
Inclusion in Our Modern Society Anne Sivanathan: Founder and Programme Director, The Inclusive Outdoor Classroom
Brain Gym® Movements for Goh Siew Siew : International Brain Gym®Child Development Instructor & Consultant
Understanding Children with Venus Lim Ee Chew: Lecturer Dika CollegeDifferent Needs
A Child’s Perspective of Art Lim Pei Yen, Illustrator and Storybook Developer
Facilitating a Drum Circle Koh Ching Ngee, Playgroup Educator, Drum Circle Facilitator
Parenting Skills – Ron Leong, Founder of RON 100 PARENTING SHARINGRaising Confident Children
Understanding children with disabilities Siti Aisyah Binti Ismail, Assistant Director and their management in a special (Clinical Psychology) Special Education Division,education setting. Ministry of Education
Clinical Diagnosis: How Would I Athena Siew, Clinical Psychologist, Know if My Child is Special? Psych (HONS), M. Clinical Psych
Shadow Aides Sitra Panirsheeluam, Persatuan Thaaimaiyin Ulagam Malaysia
The Transition Programme:Preparing Special Needs Students to Dr Rajesvari Ramasamy, PhD(SpEd) USM, President,Transition from School to Employment Minds Association of Penang (MAPs) and Independent Living
Hearing Unheard Voices: Stigma, Anita Binti Abu Bakar - MIASADiscrimination and Social Inclusion (Mental Illness Awareness and Support Association)
Panelist: Ong Tan Tan, Educator, Learning Consultant I S Loganathan, Course Facilitator I Norlia Abdullah, Food Technologist
Sometimes help is not enough. We need hope; because hope ignites and kindles perseverance to roaring
heights of success. S. Loganathan, Ong Tan Tan and Norlia Abdullah recognised the immense potential in
their children, and like all other parents embraced these gifts with a fervour, nurturing an optimism that has
grown into an unshakable fortitude. In celebrating every little step that led to every success, they continue
to leave indelible footprints that exemplify the beauty of life, in both themselves and their children.
Symposium onSpecial Education:Diversity and Inclusion
18 19
Perspectives
Special screeningof ‘Guang’ toraise awarenesson autism
Chen, who won the Best New Actor
award for his portrayal of Weng Guang
in the film at the 13th Chinese Youth
Generation Film Forum in Wuhan,
China, said he accepted the invitation
by Dika College and ISNC as he
wanted to make a difference.
In the film, Weng Guang plays a young
man struggling with autism, who tries
looking for a job to help his family but
faces numerous obstacles. Unknown
to those around him, however, he has
a special gift for music.
“As actors, we have a chance to make
a change and this is an
opportunity to support a
cause which affects many,”
said Chen, 29, at the screen-
ing of the film.
“I am also glad the
organisers decided to
support a local film,” he
said, referring to Dika
College and ISNC’s decision
to embark on the special
screening of the film which
is part of a corporate social
responsibility programme
ahead of the school’s
opening this month. Wong
said she hopes the film,
which is set in Kuala
Lumpur, will increase
awareness on autism and
how it affects people.
“We should treat everyone
the same, regardless if they
are special or not,” she
added.
ISNC founder Dr Sim Quan
Seng said the special
screening of the film was for
their guests comprising
business associates,
vendors and college
students as they want more
people to be enlightened
about autism and to experience the
real struggles faced by them and their
families.
“We hope to spread similar awareness
when our school opens next month,
he said, adding that profits generated
by the school will be channelled back
into research and development for
people with special needs.
Co-founder Low Lay Har said people
should take the cue from the strong
message in the film that those with
Published on 02 January 2019
Kyo Chen (centre) with his fans at ISNC’s special screening
of Guang at GSC, Damansara 3 in Petaling Jaya
December 19, 2018. — Picture courtesy of ISNC
PETALING JAYA, Jan 2 — A special screening of award-winning film Guang at GSC, 3
Damansara Shopping Mall was held on December 19, 2018 to create greater awareness
on autism. It was an evening to remember for the 200 guests of Dika College and
International Special Needs Children (ISNC) especially with the presence of Guang lead
actor Kyo Chen and producer Sabrina Wong.
special needs are intelligent but may
find it difficult to fit into society.
‘The movie certainly touched me and it
shows that those who are not special
have to be more understanding and
should never look down on those who
are not like them,” said Low.
Those who watched the film during the
special screening said it was a brilliant
film that would create more awareness
on autism.
Mok Choon Keat, an investment
management adviser, said he has
never dealt with anyone with autism
and never knew how challenging it is
for them. “I’ve always known that we
have to treat them with respect but
after watching this film, I realised we
have to really understand those with
special needs better.
“I would not have watched the film
had ISNC not organised this special
screening,” he said, adding that the
film has certainly inspired him to learn
more about those with special needs.
Human resource executive Jasmine
Manuel, a special needs educator for
the past 16 years, said many do not
know the real struggles faced by
families of those with special needs.
“I was touched by the movie as it
really made me laugh and cry... the
lead actor has certainly done a lot of
research to get into his role.
“This screening is an opportunity for
many to learn about the everyday
challenges faced by those with special
needs and how there is a need to
understand them better,” she added.
ISNC is a special needs
school which aims to
help children between
the ages of seven and 12
who have learning
difficulties, behavioural
challenges, issues with
attention and other
development disabilities.
ISNC is supported by
Dika College, a pioneer
in early childhood
education and special
needs education. The
college provides support
and knowledge to ISNC
through a team of
academics and industry
experts. Dika College’s
chief executive Pua
Chee Ling and directors
Dr Sim Quan Seng and
Low Lay Har are the
three co-founders of
ISNC.
Pua said ISNC acts as a
one-stop centre for
academics and therapy
for children with special
needs.
“It is a challenge for
parents to find a one-stop centre
which caters for both academics and
therapy for children with special needs
and we are here to offer this solution.
“We aim to help these children
become independent so they will be
able to integrate with the community.
https://www.malay-
mail.com/news/life/2019/01/02/spe-
cial-screening-of-guang-to-raise-awar
eness-on-autism/1708416
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