More funding for facilities, teacher training and resources tops the wish list for an inclusive future
WITH Budget 2025 slated to be tabled in Parliament on Oct 18, stakeholders are calling for an increased allocation for special education.
This is imperative, they say, as more can be done to ensure inclusivity, accessibility and quality education.
National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said the priority should be the construction of new blocks and classrooms specifically designed for special needs students.
“It’s crucial to provide these students with spacious and conducive environments where they can learn comfortably.
“Currently, (some of) these students are crammed into a single partitioned classroom, which is overcrowded and uncomfortable for learning.
“A smaller, partitioned classroom that accommodates one-third of a standard classroom size is inadequate for the number of special needs students enrolled.
“Classes often exceed the recommended student-to-teacher ratio of six to seven students per class, adversely affecting the learning experience,” he said.
Fouzi
According to data shared by the Education Ministry with StarEdu, as of April 30, there are 125,744 special needs students in its preschools, primary schools and secondary schools.
And a total of 19,607 teachers are designated to conduct the three special education programmes provided by the ministry: special education schools, the Special Education Integrated Programme (PPKI), and the Inclusive Education Programme (see infographic).
Under Budget 2024, which allocated the lion’s share of RM58.7bil to the Education Ministry, RM180mil was set aside for the construction of 18 new blocks for the PPKI, covering 18 schools across Malaysia.
In addition, RM30mil was allocated for the provision of assistive technology and disabled-friendly facilities in 500 schools.
Teacher training
Looking ahead, Fouzi said the Education Ministry should also enhance the role of Teacher Education Institutes (IPGs) by increasing the intake of teacher trainees specialising in special education.
“Additionally, new courses tailored specifically for therapists should be introduced.
“These courses would equip future educators with essential skills in therapeutic practices, ensuring they are well-prepared to support the developmental needs of special needs students post-graduation.
“Currently, therapy components in training are insufficient and need to be expanded to better serve students’ needs,” he said.
Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said improvements need to be implemented faster.
Noor Azimah
“There is still a lack of manpower in terms of PPKI teachers and assistant teachers. Many schools still do not have both.
“PPKI teachers can be trained to be highly motivated, and with adequate support, much can be gained by students,” she said.
Noor Azimah also said that PPKI teachers could be trained as speech or occupational therapists and rewarded accordingly; failing this, it will be seen as burdensome and beyond their teaching scope.
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“At the moment, special needs students who require speech therapy wait in long queues at government hospitals. In most cases, their appointments are a month apart, which is too infrequent to make any impact.
“Most parents are unable to pay for private speech therapists, who charge as much as RM125 per hour,” she said.
She urged the Health Ministry and the Education Ministry to collaborate and assign speech and occupational therapists to PPKI schools for better impact and effect.
Vocational support
Noor Azimah also recommended that a larger allocation be provided for students pursuing pre-vocational or vocational training, particularly for those with medium- to low-functioning autism spectrum disorder (ASD), who require greater support in the form of chaperones, guidance and supervision.
“We would like to see students with medium-functioning ASD receive adequate training aimed at helping them acquire good self-help skills to function effectively on a daily basis. Such an approach can go a long way in making them self-dependent,” she said.
Agreeing, Universiti Kebangsaan Malaysia (UKM) Faculty of Education academic Dr Marlissa Omar said allocating resources for technical and vocational education and training (TVET) for special needs students requires a thoughtful approach.
“An inclusive curriculum with tailored content and flexible learning paths is a must. It should cover practical, life and employability skills, while allowing flexibility based on individual abilities and interests,” she said.
Marlissa
Marlisa, who is also UKM STEM Enculturation Research Centre senior lecturer, also highlighted the need for specialised training for TVET educators.
“Educators must be equipped with the skills and knowledge to teach special needs students effectively, using inclusive teaching methods and assistive technologies to support diverse learning needs,” she said.
She also stressed the importance of funding for infrastructure, such as ramps, lifts and accessible restrooms, as well as assistive technologies like screen readers and speech-to-text software.
Marlissa further recommended providing an allocation for industries to develop partnerships to support employment opportunities for special needs students.
“Funding and scholarships can also motivate special needs students to achieve their full potential.
“Implementing these steps will help Malaysia create a more inclusive and supportive TVET system,” she said.
More tax relief and care centres
The National Autism Society of Malaysia (Nasom) chairman Julian Wong expressed hope that the government would consider providing more assistance to parents and caregivers in the autistic community in the form of additional tax exemptions.
“Previous budgets have approved tax exemptions for the treatment of autism through therapies and other services, but these exemptions are likely applicable only to treatments at Health Ministry clinics,” he said.
Pointing out that Nasom – the only national body for autism – delivers various programmes such as early intervention programmes, vocational programmes, screening and diagnosis, he urged the government to recognise its services and offer tax relief or exemptions for parents who send their children to the non-profit organisation.
“Our fees are tailored for the B40 and M40 groups and would benefit parents or caregivers more if tax relief is provided to them,” he said.
Wong added that more autism centres – at least 30 – are needed nationwide, especially in states with minimal or no services available.
Wong
“To date, Nasom only has 17 centres nationwide, and we are still missing centres in states like Johor, Negri Sembilan, Kelantan, Perlis and Sarawak.
“Even with one centre in Sabah, it is insufficient to deliver programmes to the state, as there are calls to set up centres on the east coast of Sabah,” he said.
He noted that the challenges around setting up new centres are mainly related to securing premises to operate, “as we are bound by strict Welfare Department criteria”.
“Another factor is funding and sustaining the centres, as Nasom has set programme fees that are affordable for B40 and M40 families.
“Autism is becoming more common nowadays; therefore, more centres are needed to ensure that these autistic children receive help and treatment as early as possible,” he said.
All-round system
UKM Faculty of Education Assoc Prof Dr Hasnah Toran said rather than a piecemeal solution offered by the annual budget, a comprehensive approach is needed for the services required by children with disabilities.
“We need to set up a system that starts with the early identification of children with disabilities, followed by the provision of early intervention, transition to school services, effective special education from ages 7 to 19, and finally, transition to jobs.
“The government should develop at least a five-year plan on how to implement this system, with budget allocations made annually,” she said.
Hasnah, who is also UKM Centre for Research on Community Education and Well-Being chairperson, emphasised the need for collaboration between the government and the private sector.
“This is a must, as the rise in autism cases is alarming, and the government alone will not be able to provide services to all children with autism,” she said.
Hasnah
She suggested several ways to foster collaboration, such as providing training to teachers in private centres and licensing them.
Weighing in, Wong said Nasom hopes to form an alliance with various groups, particularly those involved in autism.
“This is so that we can speak with one voice and convey the needs of the autistic community to stakeholders. Despite being a national body, Nasom cannot pursue all initiatives alone,” he said.
Noor Azimah said better collaboration between the government and corporations is needed, especially as the Malaysian population ages.
“The role of the special needs education system, PPKI teachers, teaching assistants, and the Education Ministry as a whole cannot be overstated.
“A holistic support system is vital for families of special needs students, particularly when other siblings and elderly family members also need care.
“If nurtured properly from a young age, these special students can learn and improve despite their disabilities,” she said.
‘Prioritise mental health too’
The needs of neurodivergent children, such as those with autism, dyslexia, attention deficit hyperactivity disorder or Down syndrome, vary widely because neurodiversity exists on a spectrum, meaning every child is unique. In countries like New Zealand, neurodivergent children are integrated into mainstream schools, fostering inclusion from an early age. This is the direction we should move towards. To support the mental health of neurodivergent children, we must introduce mental health topics in simple, accessible ways to help people understand their significance. – Make It Right Movement chief executive officer Brian Lariche
Children with autism are often more vulnerable to mental health issues, and these challenges are compounded by societal barriers. Additionally, deaf children and adults who rely on Malaysian Sign Language (BIM) to communicate face difficulties accessing mental health support due to language barriers. Many people fail to recognise deaf individuals as part of a linguistic minority, focusing solely on their disability. This lack of awareness limits access to essential services, including mental health resources. Creating inclusive support systems requires breaking down these barriers to ensure that neurodivergent children, especially those from linguistic minorities, have equal access to support and resources. – Malaysian Sign Language and Deaf Studies Association co-founder and secretary Dr Anthony Chong
Supporting the mental health of neurodivergent children requires a shift in education. Change should start with parents and teachers. Neurodivergent children need teachers trained in social-emotional learning (SEL), which goes beyond understanding conditions like depression. A major issue is the lack of emphasis on self-awareness – are these students aware of their emotions and decision-making? SEL can help them navigate their emotions, but many teachers are more focused on completing their tasks than engaging with students individually, especially those with neurodivergent needs. If BIM were made a compulsory subject for all students nationwide, it could help bridge the inclusivity gap. Change must happen collectively; only then can we create an environment where students with disabilities can adapt and thrive in schools. – The Passion Hub lead special needs educator Chong Shu Fen
Brian, Anthony and Shu Fen shared these views during a forum on Aug 8 as part of the “Together We Build” mental health awareness campaign, which took place at Universiti Malaya. The campaign highlighted the mental health challenges of individuals with disabilities and the support needed to improve their well-being.
