Answer for Oral Question PL039

QUESTION

Yang Berhormat Awang Amran bin Haji Maidin

YANG BERHORMAT AWANG AMRAN BIN HAJI MAIDIN asked the MINISTER OF EDUCATION to state the efforts undertaken by the Ministry of Education to ensure that the integrated schooling system does not affect access to education for students with special needs, regardless of religious differences, particularly in terms of curriculum adaptation, the provision of teaching materials, as well as mechanisms for monitoring learning outcomes.

ANSWER

Yang Berhormat Menteri Pendidikan

EDUCATIONAL ACCESS FOR STUDENTS WITH SPECIAL NEEDS

The Ministry of Education, through the Curriculum Development Department (CDD) and the Special Education Department (JPKHAS), is always working closely with the Department of Islamic Studies, Ministry of Religious Affairs, to ensure that the Islamic Education curriculum developed under the integration system is comprehensive, inclusive and meets the learning needs of all students, including students with special needs. Among the efforts that have been and are being implemented are:

i. Syllabus and Assessment

The preparation of the Islamic Education Curriculum (Special Education), which focuses on three main components, namely Basic Al-Quran Skills, Basic Worship and Religious Practice Skills, and Basic Jawi Skills. This approach aims to ensure that students with special needs are able to gradually master the fundamentals of religious education, in accordance with their respective levels of ability and learning needs.

In addition, a diagnostic assessment system is also implemented continuously to comprehensively monitor and evaluate learning development. Through this assessment, individual learning needs can be identified at an early stage, thereby enabling the provision of an appropriate learning support system.

ii. Training and Professional Development Programme

The Introduction to Special Education Course is offered to religious teachers and Special Religious Education Teachers as an effort to strengthen teachers’ skills in conducting inclusive learning. As of October 2025, a total of 190 religious teachers from government and private schools had attended the course to ensure that teaching delivery could be carried out more effectively and responsively to the needs of students with special needs.

iii. Infrastructure and Facilities

The Ministry of Education will continue its efforts to provide infrastructure as well as teaching and learning resources that are appropriate to the needs of students, while also providing more inclusive infrastructure, including dedicated ablution facilities for students who use wheelchairs and other relevant support facilities.

God willing, the Ministry of Education will continue to cooperate with the Department of Islamic Studies to ensure that access to religious education for students with special needs can be implemented effectively and inclusively, in line with the Inclusive Education Policy that has long been practised in the National Education System of Negara Brunei Darussalam.

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