20-06-2025
Relook and strengthen special education needs in schools
EDUCATION Minister Fadhlina Sidek recently revealed that over 44,000 children are currently receiving special education services, with more than 3,700 integrated into mainstream classrooms through inclusive education programmes.
These numbers also hint at the thousands more who may still be undiagnosed, unsupported and unseen.
The stigma surrounding special educational needs (SEN) remains a formidable barrier in Malaysia. But denial delays intervention and, in the case of SEN, early support can make all the difference.
Teachers are often the first to notice when a child struggles with attention, communication, or learning. Yet when they raise concerns, they are sometimes met with resistance.
Not because parents don't care, but because accepting a diagnosis feels like accepting defeat. Hard to believe that someone who sees your child for a few hours a day might understand them better than you do. Even harder to imagine your child being labelled, judged, or left behind.
So, how do we move forward? We start by building trust. Schools must become safe spaces not just for students, but for parents, too. Workshops, support groups and open-door policies can help families feel less alone.
Educators must approach these conversations with empathy, not authority. The Education Ministry must continue to invest in inclusive infrastructure, as it has pledged under the 12th Malaysia Plan, which includes 50 new special education projects nationwide.
We urge the government to step up the effort and introduce avenues for more tailored support systems, including emotional counselling and individualised teaching methods.
A compelling recent example comes from the Global Inclusive School Forum held by Unesco in March 2024, which spotlighted Portugal as a standout model of inclusive education.
Portugal's approach is exemplary, with every school expected to adapt its teaching methods, curriculum and environment to meet the diverse needs of all learners. Portugal's policies are grounded in equity and supported by legislation, teacher training and community engagement.
The country's inclusive education framework aligns with the principles of the 1994 Salamanca Statement, and its success has been documented in Unesco reports as a benchmark for other nations striving to leave no learner behind.
Malaysians must stop treating SEN as taboo and start treating it as a reality and one that, with the right support, can lead to thriving futures.
