WHILE measures have been implemented in schools to ensure educational access for all categories of special needs children, work remains to be done to overcome the challenges.
In a written reply to questions from StarEdu, the Education Ministry acknowledged that several challenges have been identified in implementing special education as outlined in the Malaysia Education Blueprint 2013-2025.
“While progress has been made in deploying resources, gaps remain in funding and resource distribution.
“It is imperative to allocate more funding to special needs education to bridge these gaps. This includes investing in specialised equipment, support staff and teacher training programmes,” it said.
ALSO READ: Calls for bigger special needs budget
It added that developing and implementing comprehensive training programmes for teachers is crucial.
“There is a need for continuous professional development for teachers in various areas of special education.
“The key performance indicators related to teacher training and development have not been fully met, indicating a shortfall in the provision of targeted training programmes,” it stated.
Cognisant of the need for improvement, the ministry noted that it will propose a significant allocation under Budget 2025, focusing on the well-being of special needs students.
It added that among its considerations to minimise the impact of disabilities on special needs students include establishing three new Special Education Service Centres (3PKs) in Negri Sembilan, Labuan and Kuala Lumpur.
This, it said, is in recognition of the shortage of allied health educators in the ministry.
“3PKs function as centralised hubs offering support services in intervention, rehabilitation and consultation in specialised fields like audiology, psychology, speech-language therapy, occupational therapy and educational intervention services.
“Currently, there are 13 3PKs operating within special education schools across Malaysia, along with an additional centre within the Special Education Division,” it said.
The ministry added that support from other government agencies is needed to strengthen early intervention services through structured programmes.
It proposed that Individualised Family Service Plans be implemented, which would continue in schools through Individualised Education Plans to optimise the learning outcomes of special needs students.
The ministry also highlighted the importance of providing financial aid for parents to access early intervention services at various centres.
“Children who receive adequate early intervention services at home as early as possible will face fewer challenges in learning at school,” it said.
On the curriculum, the ministry noted that there is no specific curriculum tailored for specific categories of special needs students.
“The Education (Special Education) Regulation 2013 describes the special education curriculum as the national curriculum, the modified national curriculum, a customised curriculum, and any skill training curriculum,” it said.
The ministry further explained that a customised curriculum is not designed based on specific categories such as autism, attention deficit hyperactivity disorder or Down syndrome, because each of these students has different levels of individual development and potential.
“At present, the implementation of the Standards-Based Curriculum for Primary Schools for Special Education (Learning Disabilities) provides content learning for special needs students with learning disabilities that covers all categories of students,” it said.
