Answer for Written Question PT006

QUESTION

Yang Berhormat Dayang Hajah Rosmawatty binti Haji Abdul Mumin

YANG BERHORMAT DAYANG HAJAH ROSMAWATTY BINTI HAJI ABDUL MUMIN asks MENTERI PENDIDIKAN to state how the Ministry of Education ensures that students with disabilities, particularly those requiring intensive intervention, genuinely receive meaningful learning rather than merely attending nominally. What efforts are being undertaken to ensure that the enforcement of the Compulsory Education Act does not burden schools and that SEN capacity, the learning environment and the required interventions can be provided?

ANSWER

Yang Berhormat Menteri Pendidikan

The Ministry of Education emphasises that the attendance of students with disabilities at school must not be merely nominal, but must be accompanied by the provision of meaningful, structured learning based on the individual needs of each student.

For this purpose, every student with special needs who is identified will undergo various assessment processes, such as speech and language assessments, occupational therapy assessments, as well as relevant Dyslexia literacy screening or diagnostic assessments. Based on these assessments, an Individualised Education Plan (IEP) will be prepared, setting out the student’s level of ability, appropriate and measurable learning targets, as well as the specific forms of intervention and assistance required. The implementation of the IEP is monitored and evaluated periodically together with teachers, parents, officers and specialists from JPKhas to ensure continuous progress.

In terms of placement, JPKhas adopts a multiple pathways approach, whereby students may be placed entirely in mainstream classes together with a teaching assistant; receive “pull-out” support at the Learning Assistance Centre (LAC); participate in the Pre-Vocational Programme; or be placed entirely in a special school. Placement is based on the individual needs of the student and not solely on age or level of schooling.

For students requiring intensive intervention, such as those with speech, language and/or communication needs, sensory and motor needs, and literacy and numeracy needs, JPKhas, through the Assessment and Intervention Division, has implemented and continues to conduct direct intervention sessions for identified students to assist them in achieving the skills targeted in their IEPs. Collaboration between the Assessment and Intervention Division, other services within the Department of Special Education and the schools is carried out through a collaborative approach to ensure continuity of intervention, coordination of assistance and joint monitoring of student progress. In addition, the use of teaching aids and assistive technology is enhanced according to the suitability and needs of the students.

To ensure that the enforcement of the Compulsory Education Act does not burden schools, the Ministry implements a needs-based approach through the systematic deployment of learning resources and teaching personnel, the establishment of Centres of Excellence, and the enhancement of teacher capacity through continuous professional development training. Improvements to the learning environment, such as resource rooms and intervention spaces, are also implemented progressively.

Through this comprehensive and integrated approach, the Ministry will continue to ensure that every student with special needs not only has access to education, but also receives learning that is genuinely meaningful, continuous and suited to their respective potential.