WITH the world embracing the rise of artificial intelligence (AI), special education must evolve to keep pace, say experts.
Institute of Teacher Education (IPG) assistant director Siti Nabilah Kasdi emphasised that learning tools need to bridge gaps and foster a sense of belonging.
“No child, including those with special learning needs, should be left behind as we move into an increasingly digital future,” she said.
Siti Nabilah noted that the Education Ministry is making efforts to address challenges in achieving more inclusive teaching practices and implementing the new 2027 curriculum.
The barriers, she said, include infrastructural limitations, accessibility issues, and the high costs of specialised resources such as Braille materials, screen readers, and sign language tools for students with disabilities.
Highlighting the implementation of an inclusive strategy, she referenced initiatives like the Inclusive Education Programme (PPI), which is designed for students with diverse needs and applies the Universal Design for Learning framework.
“The world is moving towards more inclusive teaching practices using AI.
“The real impact of technology lies in how well it supports human connections in education, ensuring no child is left behind in the digital age,” she said.Selangor primary school special education teacher Muhammad Shafiq Hafizuddin Md Fadil asserted that to create an inclusive education system, it is not enough to just provide access to tools.
“The quality of education and the ability to cater to diverse learning needs must also be prioritised.
“For example, teachers should stay updated on advancements in AI and strategies for improving accessibility through professional development programmes,” he said.
Citing his experience teaching students with disabilities, particularly deaf students, he said one major challenge is addressing diverse learning needs, including language barriers, attention issues, and reading and writing difficulties.
Using different teaching strategies tailored to students’ learning styles and interests is vital, he stressed.
Muhammad Shafiq noted that AI service tools like the Immersive Reader can help students with dyslexia, dysgraphia, autism and other disabilities by highlighting words, adjusting text size, and catering to their specific needs.“This is a free, built-in accessibility feature in Microsoft Word, OneNote, Powerpoint, Edge, Minecraft Education, and other Microsoft platforms designed to improve reading and writing for people regardless of their abilities,” he said.
He added that by integrating these tools, educators can create a more inclusive and accessible classroom environment for all students.
Siti Nabilah
He also emphasised the importance of teachers learning the Malaysian Sign Language (BIM) when teaching deaf students, as it is the sign language used by the deaf community in the country.
Drawing attention to the inadequacy of the Bahasa Malaysia hand code (KTBM) in schools, he said it does not equip students to communicate effectively in real-world settings with other deaf individuals.Both Siti Nabilah and Muhammad Shafiq were speakers at the plenary session titled “Inclusion: Making Education More Accessible” during the Bett Asia 2024 Leadership Summit on Oct 3.
An education technology leadership conference and expo, Bett Asia 2024 took place in Kuala Lumpur from Oct 2 to 3.
The summit, themed “Powering up education”, brought together more than 30 ministerial leaders for engaging roundtable discussions, over 80 expert speakers, and an expo hall showcasing the latest advancements in edtech.
The programme covered a wide range of topics, from K-12 education to higher education, focusing on key opportunities to enhance education systems and improve student outcomes across Asia.
Creating personalised learning
A speaker at another plenary session at the summit, Universiti Kebangsaan Malaysia (UKM) Industry and Community Partnerships deputy vice-chancellor Prof Datuk Dr Norazah Mohd Nordin said AI-powered technologies can create personalised simulated environments for skill development and therapeutic intervention, providing a safe space for autistic students to practise social skills and treat anxiety.
Citing her research, she said it focuses on children with autism, exploring and evaluating a Fourth Industrial Revolution cross-creative learning environment designed to support their learning needs.
Prof Norazah
She explained that its framework incorporates elements such as interactive learning spaces, virtual and augmented reality, clone-based learning, and robot-assisted learning.
“Autism is a complex developmental disability that typically appears during the first three years of life due to a neurological disorder that affects the functioning of the brain.
“This research has shown that assistive technologies (AT) could potentially be used to assist autistic children to become more socially connected,” she said.
She added that modules were developed and tailored to address the physical aspects of daily routines for autistic children, using resources sourced from the UKM Autism Learning Lab, where students, specialists and a daycare centre collaborate to optimise learning and care for these children.
“Almost every day at the centre, children participate in sessions, including social stories, task completion activities, and reward-based learning.
“We explore and observe the children’s engagement through indicators like their heart rates, navigation with technology, facial expressions and behavioural interactions, using wearable devices such as smartwatches,” she said.
She added that robots have the ability to enhance communication skills, interaction and engagement for autistic children – not only with teachers and peers but also with technology itself, making learning both fun and effective.
Haani
Joining the plenary session, titled “Utilising Practical Technology and Innovation for Disability-Inclusive Education”, were UKM Faculty of Education senior lecturer Dr Mohd Norazmi Nordin and EdTech Hub Asia lead and digital personalised learning focal point Haani Mazari.
Mohd Norazmi, who is also the leading researcher in inclusive education specialising in the application of AI to support visually-impaired students at UKM, said AI can help bridge the disparity in opportunities available to the blind by enabling independence, personalised learning, and expanded career options.
“Mobility aids and technology are important for blind students, and thankfully, advancements in AI have opened new doors for them (see infographic).“For example, AI-powered screen readers help the blind read text from their phones or computers. These tools read aloud the content of screens, helping students access textbooks, notes and other materials independently,” he said.
Currently, he added, most blind individuals face limited career options, often working as massage therapists or street vendors, such as tissue sellers.
“With AI, blind students can not only complete their education but also improve their career prospects.
“These technologies help them integrate into the community more effectively,” he said.
Mohd Norazmi
He, however, pointed out that while Malaysia’s education system is growing, it is still lacking sufficient resources for students with visual impairments.
Weighing in, Haani said although AI has the potential to revolutionise education, there are significant evidence gaps in using technology to enhance inclusion in South-East Asia.
She stressed that bridging this gap lies in understanding the diverse needs of learners with disabilities.
“Inclusion requires personalisation, multimodel approaches, and a consideration of the sociocultural context.
“Policymakers are urged to prioritise inclusion, understanding digital needs, user needs and social constructs,” she said.
Haani added that inclusion is intersectional, and learners may face multiple challenges, such as poverty and language barriers.
“AI solutions must be designed to address these intersecting issues.
“For instance, while voice-activated technologies can benefit visually-impaired learners, they may not be accessible to those with cognitive disabilities or limited Internet access.
Nelson
“The user’s needs are critical. We need to consider the sociocultural and digital contexts, and help support the ecosystem that impacts how AI can be used and who can use it,” she said, adding that AI-powered chatbots are one example of how AI can support learners – not just through text messages, but also through voice, which can be particularly useful in cases of low literacy and blindness.
Haani also highlighted the importance of digital safeguarding measures and the need for guidance around the proper use of AI.
“Models have to be trained with particular datasets, and right now, it’s about whose datasets, sources of information and value systems are being used for training, and how we can make these more culturally responsive,” she said.
Building an inclusive platform
According to Larry Nelson, Microsoft regional general manager for Education in Asia, creating a platform that utilises AI must begin with a commitment to enabling an equitable education platform (see infographic).
He said equity in education goes beyond the traditional focus on access and affordability, as it requires all students, regardless of their backgrounds, to have the opportunity to achieve their full potential.
“We do this by creating a platform that is inclusive by design, simplified in its usability, and equipped with secure technology.
“By having inclusivity built into its design, it opens up the ability to drive personalised learning and improve accessibility for people with different challenges or learning disabilities,” he said during his presentation titled “Reimagining Education in the Age of AI”.
From an information technology standpoint, he said, it means building a platform on which one can be confident of its accessibility and security against cyberattacks.
“From there, we can begin to build on the opportunities to accelerate learning, drive and engage learners, analyse data efficiently, and improve the way in which we help our students learn. By doing so, we can further enhance the efficiency of the institutions we support,” he added.
He also said that ultimately, it is about equipping students with the skills needed to adapt to the future.
Insights from other countries
Cambodia’s Education, Youthand Sport Ministry secretary ofstate Dr Vathana Sann
Cambodia is making significant strides in leveraging technology to bridge educational gaps, such as using AI to support students with disabilities. One example is an AI programme that translates hand movements into written text for hearing-impaired students.
There are also AI-powered reading apps that help students with reading difficulties improve their reading skills and comprehension.
Selangor primary schoolspecial education teacherMuhammad ShafiqHafizuddin Md Fadil
Indonesian schools emphasise teaching deaf students how to speak, which is a practice I find impressive and potentially transformative for Malaysia. Deaf students can actually speak, although their language skills are naturally very poor and might be limited.
There are tools that can assist with this, and as special education teachers, we can encourage students to try. Sometimes, they might feel shy or anxious about speaking certain words, which can be very difficult. The more opportunities a teacher provides for a child to practise correct language, the better they get.
