PETALING JAYA: The Education Ministry says it will propose a “significant” sum to be allocated in Budget 2025 for enhancing the well-being of special needs students.
The funds would be used to upgrade facilities and equipment in more schools, and provide support materials for teaching and learning (PdP), said the ministry.
“We will also propose an increase in the preschool per capita grant and allowances for special needs students,” it said.
The ministry said it is committed to the principle of “Education for All”.
“Humane education related to equity and access for special needs students is one of the aspects that the ministry is focusing on in its Budget 2025 initiative.
“Providing an inclusive learning environment and continuous support for every student with special needs remains one of the Education Ministry’s top priorities when formulating its yearly budget initiatives,” said the ministry in a statement.
Under Budget 2024, RM180mil was allocated for the construction of 18 new blocks for the ministry’s Special Education Integrated Programme (PPKI) in 18 schools, along with RM30mil for assistive technology and disabled-friendly facilities in 500 schools.
The ministry said it provides annual financial assistance for schools to implement various programmes, including per capita grants for curriculum subjects, and preschool, sports and co-curricular activities.
“The PPKI continues to receive funding from the 12th Malaysia Plan to upgrade classrooms into workshops for vocational subjects aligned with the Malaysian Skills Certificate,” it added in an immediate response to stakeholders’ calls for increased special education allocations.
National Autism Society of Malaysia (Nasom) chairman Julian Wong said the ministry needs to invest more effort and resources into special education.
“Currently, it is far below the standards of countries like Singapore, the United Kingdom, the United States and Australia.
“Special education in Malaysian schools only delivers a generic curriculum that is not tailored to specific special needs.
“All types of special needs students are placed in the same classrooms, but conditions like autism, dyslexia and Down Syndrome require specialised programmes tailored to each condition. A generic programme cannot effectively meet these needs,” he said.
Wong urged the ministry to conduct more studies on specific programmes and develop solutions to deliver tailored support for each type of special need.
He also called on the government to provide scholarships for specialised fields like psychology, early childhood development, speech therapy and occupational therapy.
“These roles are in high demand compared with traditional fields like accounting and law,” he said.
Universiti Kebangsaan Malaysia (UKM) Faculty of Education Assoc Prof Dr Hasnah Toran said the ministry must address the lack of training for special education teachers.
“Schools and PPKI units are supposed to run their own in-service training, but it is difficult for them to secure the services of certified practitioners,” she said.
She suggested the ministry develop a national-level training programme.
“The Education and Higher Education ministries have academics with PhDs in special education. These professionals could share their expertise via open online platforms.
“It is sad to see special education teachers unable to teach effectively because their training is outdated. The field of special education has evolved a lot,” she said.
Hasnah, who is also UKM Centre for Research on Community Education and Well-Being chairman, also recommended training teachers in both early childhood and school settings to better stimulate communication in special needs children.
“This is vital, as Malaysia’s shortage of speech-language pathologists will persist, given the limited opportunities for Sijil Pelajaran Malaysia-leavers to enrol in this course.
“The number of graduates each year is small, and many prefer to work in private hospitals or abroad, where the pay is higher,” she said.
