##plugins.themes.bootstrap3.article.main##

In Malaysia not many parents, including teachers, are aware and have any knowledge about Tourette Syndrome. Tourette Syndrome is a disorder due to neurological factors characterized by repeated, stereotyped, unintentional movements and vocalizations called tics. In Malaysia, a few Tourette Syndrome students have been identified as not going to school because they are bullied due to their motor and vocal tics. So, in Malaysia we still don’t have any special teaching and learning modules as an inclusive program for the Tourette Syndrome students. The awareness and understanding about Tourette Syndrome among Malaysian citizens are also lacking, therefore a module to create awareness among parents, teachers and public should be developed. Until today, nothing has been looked into the matter of Tourette Syndrome by any of the Malaysian government departments. This makes the students with Tourette Syndrome not getting proper education and some are not even going to school. So, with the help of Ministry of Women, Family and Community Development and Ministry of Education the total number of students in Malaysia with Tourette Syndrome must be identified.

References

  1. Amrita C, Barbara C.G & Nikki L. M., (2011), Tourette Syndrome Classroom Implications, University of Saint Louis.
     Google Scholar
  2. Heidi M.F & Michael M.D., (2014), “Attention Deficit –Hyperactivity Disorder in Children and Adolescents,” The New England Journal of Medicine, 370:838-846, Massachusetts, USA.
     Google Scholar
  3. John P, Douglas W.W. & Lawrence. S., (2010), “Behavior Therapy for Children with Tourette Disorder,” Mental Health, Vol, 303, No 19.
     Google Scholar
  4. Kevin St. P, McNaught & Jonathan W.M. (2011), “Advances in Understanding and Treatment of Tourette Syndrome, nature,” Reviews Neurology, Vol 7, pp. 667-676, Macmillan Publishers.
     Google Scholar
  5. Roger K., (2012), Tourette’s Syndrome. The New England. Journal of Medicine. Boston.
     Google Scholar
  6. Roger T, Alan C & Elizabeth C., (2012), Perceived Usefulness of Learning Strategies by Children with Tourette Syndrome Plus, Their Parents and Their Teachers, Health Education Journal, Sage Publications.
     Google Scholar
  7. Sufean H, Quek H & Loh Sau Cheong (2008). Policy into Practice for Special Education in Malaysia. Internation Conference on Experimental Learning. Sydney. Australia.
     Google Scholar
  8. Ministry of Education Malaysia, Special Education Malaysia. April (2017).
     Google Scholar
  9. Claussen A, Bitsko R, Holbrook J, Bloomfield J & Giordano K, (2018), “Impact of Tourette Syndrom on School Measures in a Nationally Representative Sample,” Journal of Development & Behavioral Pediatrics, 39(1), pp 335-342.
     Google Scholar
  10. Gemma A. L, Anja W, Hannah B, Tammy H & Penny B., (2016), “Parenthing Intervention for Children with Tic Disorders: Professionals’ Perspectives,” Journal of Child and family Studies, 25, pp. 1594-1604.
     Google Scholar
  11. Sufean Hussin, Quek Ai Hwa, & Loh Sau Cheong, (2012), Policy into Practice: The Challenge for Special Education in Malaysia University of Malaya, Kuala Lumpur.
     Google Scholar
  12. Muhamad Nadhir Abdul Nasir, & Alfa Nur Aini Erman Efendi, (2016), “Special education for children with disabilities in Malaysia,” Geografia, Malaysian Journal of Society and Space.
     Google Scholar
  13. Lay Wah Lee & Hui Min Low, (2014), “The evolution of special education in Malaysia,” Nasen British Journal of Special Education, 41(1), pp. 55.
     Google Scholar
  14. Ruth, W., Cris, G., Emma, P. & Georgina, M. J., (2014), “Supporting students with Tourette Syndrome in secondary school: a survey of staff views,” Journal of Research in Special Educational Needs, 16(4), pp. 1-17.
     Google Scholar
  15. Tracy, H. (2017) Classroom Behavior Management Strategies for Children with Tourette Syndrome. Tourette Association of America.
     Google Scholar
  16. Gunasegaran Karuppannan, (2020), Kesedaran Terhadap Tourette Sindrom. https//eipepic.my/blog-post/. Early Intervention Program.
     Google Scholar
  17. Rutil Taising & Gunasegaran Karuppannan, (2020), “Principals’ Management Empowerment Practices and Its Relationship with Work Satisfaction Among School Mid-Level Administrators,” Selangor Humaniora Review, 3 (2), 1-14.
     Google Scholar