Education for children with disabilities: inclusion, integration, or segregation?
We would like to reflect on these plans to highlight the need for services for children with disabilities in Malaysia to follow current international practice, best evidence and lived experience.
Over the past four to five decades, disability services for children in many progressive nations have shifted from a system of exclusion to segregation to integration and now to one of inclusion. This is in accordance with the principles outlined in the Convention on the Rights of Persons with Disabilities (CRPD). This is best illustrated by a diagram explaining exclusion, segregation, integration, and inclusion according to the CRPD.
This transformation has happened through changes in societal attitudes, legal frameworks, and educational progress. The transition has involved the recognition of the rights of children with disabilities to participate fully in society, including education, and implementing strategies to support their needs in mainstream settings with a view to enabling equal access to employment, health, culture, and independent living. It is important to note that there has been a crucial shift from the medical model (viewing disability as the deficit of an individual) to the social model (viewing disability as a result of societal barriers).
This change recognises that ableist attitudes and societal structures are disabling barriers that impede persons with disabilities from accessing rights on an equal basis with others. There has been growing recognition that individuals with disabilities have the same fundamental rights as those without disabilities, including the right to education, social participation, and community life.
Hence many nations, including some of our neighbours, have introduced legislation and policy frameworks mandating that students with disabilities be educated alongside their peers without disabilities. Such legal frameworks have spurred a move towards inclusive education – aimed at providing appropriate support for students with disabilities within general education classrooms and school activities. The support includes early intervention programmes, pre-school education and in higher education.
Hence, progressive nations have created inclusive learning environments that are welcoming and accessible for all students, regardless of their perceived abilities, and that foster a sense of belonging and positive social relationships. To promote effective inclusion, there is collaboration between teachers, special education professionals, parents, and other support staff to ensure that students with disabilities receive the support they need to succeed.
Many of us in local civil society organisations have strived to put in place these inclusive practices in our work with children with and without disabilities, benefitting all in the process.
Although Malaysia ratified the CRPD in 2010, we have yet to make significant changes in legislation and policy that influence the education and employment of disabled persons. This can be seen in our government's plans, as announced in Budget 2025 and 13MP.
They are not in line with the aspirations of the CRPD, international good practices, evidence, and lived experience. Instead, we are advocating, developing, and funding services that segregate or integrate children with disabilities. The government has announced in Budget 2025 and 13MP funding to establish more preschools and schools dedicated to autistic children in every state (segregation facilities).
The government also announced the expansion of existing special needs facilities nationwide, including the construction of integrated special education programme (PPKI) blocks at existing and new schools (PPKI is integration and not inclusion). The Prime Minister stated in Budget 2025 that the school in Johor Bahru 'will be the first dedicated school to focus on autistic education'.
Some parents of children with disabilities are pleased with these planned services. There is such a lack of quality national education services for children with disabilities that any initiative, regardless of possible long-term harm that might ensue, is welcomed by parents, especially those who cannot afford expensive private services.
Other parents are concerned that their children might face challenges, including bullying and trauma in the mainstream education system. Thus, these parents prefer educational programmes with trained professionals who can provide the support that their children need.
We must look at the evidence and the success internationally and regionally, and the lived experience of many families. Inclusive education has benefited all students, including those without disabilities.
Experience and overwhelming evidence show that, when we include persons with disabilities in education, employment, transport access, building access and all other aspects of life, all of society benefits. We benefit academically, economically, and socially. We become a morally better society that accepts diversity, one with strengthened social bonds.
While segregated or integrated education may appear to address the needs of children with disabilities and their families, they deny children with disabilities the right to belong from the start. Inclusion is not something that begins in adulthood – it is a right that must be realised from birth across the life course.
When children with disabilities are excluded or only partially included in school, they lose a vital and consistent opportunity to learn, connect, and belong alongside their peers. For many, there are few or no alternative spaces to build these skills and relationships, leaving them less prepared to participate fully in community life.
This creates systemic barriers and imposes long-term strain on parents and care partners – often siblings and extended family – who are often expected to fill the gaps left by inadequate support. Denied appropriate support and opportunities to develop the requisite skills and means for living and working in mainstream society, children with disabilities face even greater challenges as adults – barriers for inclusion into tertiary education and employment.
Segregation or integration also denies non-disabled students the chance to learn, play, and build relationships with disabled peers, limiting the growth of mutual understanding, empathy, and the foundation of an inclusive society.
Everyone lives in and contributes to society, and education should reflect this by providing real opportunities for belonging and inclusion. Full inclusion cannot happen overnight – but without a clear plan, we risk delaying the very progress needed to build a truly inclusive nation.
For example, all teachers will have to be trained in Universal Design for Learning, curriculum modification, and individualised assessments. Importantly, the cost of inclusive education is lower than that of segregated education.
Hence, we have to ask: why are we, as a nation, moving backwards when the evidence shows that when children with disabilities are included in mainstream education, all of society benefits? Is the government poorly advised? On disability rights and services, we have now become an outlier nation in Asean; possibly second from the bottom, except for Myanmar.
Furthermore, a query has emerged: among the many children with diverse disabilities, why are only autistic children benefiting? It is good that there is increased support and funding for autistic children. But, let us please remember also children with Down syndrome, dyslexia and other learning disabilities, ADHD (attention deficit hyperactivity disorder), cerebral palsy, intellectual disability, developmental language disorder, visual and hearing disabilities, multiple disabilities, and many more. Collectively, they make up 10 to 15 per cent of all children and are equally entitled to support and investment.
We appeal to the government to bring our national disability services into the 21st century and in line with progressive Asean partners, with adequate investment to achieve inclusion in education, employment, and all of society – the bedrock of any nation. Please demonstrate leadership commitment to advancing Malaysia towards disability-inclusive education and employment, out of segregation, and beyond non-CRPD compliant integration.
Datuk Dr Amar-Singh HSS, San Yuenwah, Anit Kaur Randhawa, and Ng Lai-Thin
The OKU Rights Matter Project
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
New Straits Times
an hour ago
- New Straits Times
Raising civil servants' retirement age affects long-term social, economic resilience
THE People's Progressive Party (PPP) Youth Wing registers its strong objection and deep concern regarding the recent announcement by the Chief Secretary to the Government, Tan Sri Shamsul Azri Abu Bakar, proposing an increase in the mandatory retirement age for civil servants from 60 to 65. While we recognise the government's intent to address demographic shifts and the challenges of an ageing population, we urge that equal — if not greater —consideration be given to the immediate and long-term consequences this proposal will have on the younger generation and the already saturated job market. It may inadvertently obstruct employment opportunities for Malaysian youth, particularly graduates and early-career professionals, who are already facing high levels of unemployment and underemployment. Prolonging tenure within the civil service risks creating a systemic bottleneck, impeding career progression and innovation within the public sector, while undermining national goals for inclusive growth and talent development. Furthermore, at a time when national focus should be on empowering the youth through job creation, entrepreneurship initiatives, and workforce readiness programmes, this move appears to sideline the very demographic poised to drive Malaysia's future. We therefore call on the Public Service Department (PSD) and the government to: 1. Immediately suspend further consideration of the proposed mandatory retirement age increase pending a transparent, youth-inclusive consultation process. 2. Undertake a comprehensive impact assessment, incorporating youth unemployment trends, underemployment data, and graduate employability metrics. 3. Explore alternative measures, such as optional post-retirement consultancy roles, flexible re-employment schemes, or phased retirement pathways, rather than extending full-time employment for all civil servants. We urge Prime Minister Datuk Seri Anwar Ibrahim, PSD and all relevant authorities to uphold the values of social justice and youth empowerment as outlined in the 13th Malaysia Plan, and to ensure that the aspirations of young Malaysians are not diminished by this policy direction.
The Star
7 hours ago
- The Star
Revving up TVET talent
WHILE technical and vocational education and training (TVET) is presented as a central pillar of national development in the 13th Malaysia Plan (13MP) (see infographic), systemic reform and lasting progress can only happen with the support of industries, institutions, parents and communities, stakeholders say. Funding Among the key 13MP highlights is the introduction of the Perkasa TVET Madani Financing Scheme and TVET Training Fund aimed at encouraging youth participation. National Association of Private Educational Institutions (Napei) deputy president Dr Teh Choon Jin said the effectiveness of the financing scheme and training fund will depend on ecosystem-wide reforms. Teh While the schemes are commendable and necessary, he said they should be seen as entry points, not solutions in isolation. 'Its reforms would have to include image-building, quality assurance, stronger employer involvement and meaningful post-training outcomes. 'Only then can these financial tools become true enablers of a thriving and competitive TVET ecosystem,' he said. Universiti Teknikal Malaysia Melaka (UTeM) vice-chancellor Prof Datuk Dr Massila Kamalrudin, in an op ed to StarEdu, said the TVET Training Fund is closely intertwined with strategic industry collaboration. 'This ensures participants no longer follow generic training with no added value, but are provided with skills that are relevant to current market needs – such as electric vehicles (EV), automation, renewable energy, semiconductors and artificial intelligence (AI). Prof Massila 'All this time, rural youth have been held back from participating in TVET programmes due to constraints related to cost, location and job opportunities. 'The 13MP breaks these barriers by offering comprehensive financial support that enables B40 and M40 youths to pursue education without heavy financial burdens,' she said, adding that continuous support from all stakeholders will elevate the TVET ecosystem to new levels of excellence. Tahfiz inclusion Describing the move to extend TVET programmes to tahfiz students as 'bold and meaningful', Teh, however, stressed the need for striking the right balance between religious learning and technical training. 'The curriculum needs to be thoughtfully designed so that both are delivered with quality,' he said. Prof Massila said the approach empowers tahfiz students to become self-reliant, pursue entrepreneurship, and contribute meaningfully to the economy. 'The public perception of tahfiz institutions will shift from solely religious centres to hubs for holistic talent development – balancing spiritual and technical excellence,' she said. New expertise Prof Dr Razali Hassan from the Universiti Tun Hussein Onn Malaysia Faculty of Technical and Vocational Education said the Malaysian Skills Certificate (SKM) Levels 6, 7 and 8 under the 13MP must focus on providing workers with high cognitive abilities and strong 21st-century and Fourth Industrial Revolution skills. 'These can be considered 'master skills' and should reflect advanced capabilities,' he said. Prof Razali He also said SKM Levels 6 to 8 should be carefully managed under a single pathway to avoid confusion, as having both the Department of Skills Development (JPK) and the Malaysian Qualifications Framework (MQF) oversee higher-level TVET could complicate their implementation. Expanding on this, Teh said SKM Levels 6 to 8 represent a big step towards putting vocational education on equal footing with academic pathways. 'By aligning these levels with diploma and degree standards, it helps change how employers and universities view TVET graduates, not just as hands-on workers, but as skilled professionals with real expertise. 'This could lead to better job opportunities, fairer pay and even open doors for further studies,' he said, adding that most importantly, it sends a strong message that choosing TVET is not a backup plan, but a smart and respected path forward. High-growth, high-value (HGHV) Prof Massila said this restructuring equips the country's strategic sectors with a highly skilled workforce capable of filling critical positions worth billions of ringgit. It is not just about training the youth, but also about raising the country's economic resilience and increasing industrial productivity, she said. This, in turn, creates premium jobs with higher salaries – thus raising the standard of living of the people. The move also attracts high-quality investment. International investors want to see a competent workforce before investing, and TVET HGHV provides that guarantee, she added. Better wages Prof Razali welcomed the extension of minimum wage protection to TVET graduates and semi-skilled workers, under MASCO Code 8 and above, calling it a necessary step. 'To meet occupational standards, these workers undergo formal training that incurs cost. It's only fair they are compensated accordingly,' he said. Echoing this view, Pertubuhan Penggerak Huffaz Berkemahiran Selangor chairman Datuk Ahmad Tajudin Jab said TVET graduates should be entitled to a minimum wage to ensure they can perform their duties in line with occupational standards. Ahmad Tajudin He explained that achieving such standards requires formal education and training, which involves significant costs. Teh, however, cautioned that while extending minimum wage protection is a good start, it is not sufficient on its own to fully reflect the skills and qualifications of TVET graduates and semi-skilled workers. 'While it helps set a basic floor and prevents exploitation, minimum wage doesn't recognise the added value and technical expertise many TVET graduates bring to the table. 'What's needed is a clear skills-based wage structure, one that rewards experience, specialisation and certification levels. 'Without this, there's a risk that skilled workers will still feel undervalued and that could discourage more youth from choosing TVET,' he said. He added that to make the system fairer and more attractive, wage policies must go beyond the minimum and reflect the real worth of technical talent in the job market. Inclusive, ethical reform The 13th Malaysia Plan (13MP) underscores the need for holistic human capital development, a strengthened higher education system, and the integration of Madani values to build a competitive, progressive, and inclusive nation, says the Higher Education Ministry. Initiatives outlined in the plan involve the empowerment of TVET, digitalisation of learning, internationalisation of universities, and the advancement of high-impact research, said the ministry in a statement on July 31. It added that these reforms aim to future-proof the education landscape and align national development with global trends. 'As the main leader in driving the country's higher education agenda, the ministry is committed to playing a comprehensive role in achieving the goals of the 13MP. 'The ministry will intensify efforts across areas, including strengthening governance, rationalising the functions and roles of educational institutions, improving educational outcomes, enhancing educator competence and efficiency, boosting investment in education, empowering lifelong learning, and strengthening the TVET ecosystem. 'In line with the thrust of Malaysia Madani, the ministry will continue to implement policies and initiatives anchored in noble values and driven by the needs of the people,' the statement read. The ministry also emphasised the importance of collective responsibility in making the 13MP a success. 'The real and lasting progress we envision cannot rest on the government alone. 'We call on all stakeholders, higher education institutions, agencies, industries and the community, to join us in this shared mission,' it said. Prof Whitford The 13MP and the National AI Action Plan 2030 are a forward-looking vision for education and talent development. These blueprints signal a decisive move towards nurturing ethical, digitally fluent and globally competitive Malaysians. The 13MP is not just a plan for national development; it's a roadmap for reshaping the human capital landscape of Malaysia. We applaud its emphasis on character, AI literacy, digital skills and entrepreneurship. The government's commitment to paid, compulsory internships and new metrics for graduate outcomes directly supports UoC's initiatives to strengthen real-world readiness. UoC also supports the 13MP's proposed pilot autonomy for universities, recognising this as a critical step towards greater innovation, agility and accountability in higher education. The varsity is prepared to work closely with both public and private stakeholders to ensure high-impact research, academic excellence and internationalisation remain core to Malaysia's tertiary education future. --University of Cyberjaya (UoC) vice-chancellor Prof David Whitford The 13MP represents more than just a planning document. The government is continuing to strengthen its strategies to tackle three national challenges: labour productivity, youth unemployment and skills mismatch. The emphasis on inclusivity and accessibility under the 13MP marks a significant turning point for rural students and marginalised communities. Our hope is that no young person is left behind from the opportunity to build a future through TVET, and that TVET graduates are equipped with the right skills, and that they fill critical workforce gaps to power Malaysia's economy to greater heights. --UTeM vice-chancellor Prof Datuk Dr Massila Kamalrudin The success of the TVET initiatives rests on the government's ability to address the needs of students, particularly at the upper secondary level. Students at this level are divided into two broad categories: the academically inclined (40%) and non-academically inclined (60%). TVET should be provided for the 60% at the Form Four level as this group often struggles academically and may only achieve average Sijil Pelajaran Malaysia (SPM) results. By the time TVET is offered post-SPM, many are no longer interested and prefer to start working, making existing schemes less effective. --Pertubuhan Penggerak Huffaz Berkemahiran Selangor chairman Datuk Ahmad Tajudin Jab
The Star
7 hours ago
- The Star
Rights of Orang Asli paramount
Fiery blessing: Orang Asal from various tribes lighting the torch as a ritual to lift up the spirits during the 'Hari Orang Asal Sedunia' celebration at Tadom Hill Resorts in Banting. (Below) Aaron urges the community to build greater cooperation with the Rukun Tetangga activities. — AZHAR MAHFOF/The Star Govt pledges to prioritise the lives, culture of the indigenous people BANTING: The indigenous community is a vital pillar in shaping the nation's identity and cultural diversity to further fuel unity and strength among races in the country said National Unity Minister Datuk Aaron Ago Dagang. He said the government has constantly pledged to give recognition to the indigenous community and take steps to improve their quality of life comprehensively through various initiatives. Aaron cited the 13th Malaysia Plan, which proposed to re-examine the Orang Asli Acts 1954 (Act 134). He said various other aspects such as land ownership, education and infrastructure will also be improved for the community. Exclusive interview with Unity Seri Aaron Ago Dagang National Unity Ministerfor Merdeka Supplement 2025. — AZLINA ABDULLAH/The Star Aaron said the government will prioritise developing talent for the indigenous community by enabling greater access to education and Technical and Vocational Education and Training (TVET) with aid for schooling and scholarships to assist their youth in attaining their full potential. He said the government will also continue to support efforts to preserve the language, oral heritage and cultural arts of the Orang Asli community in the country. 'Cultural heritage is a national asset that has to be preserved especially in efforts to address global issues such as climate change and biodiversity loss. 'The National Unity Ministry is committed to strengthen strategic cooperation with the various indigenous communities in ensuring national policies are developed to be inclusive, responsive and meets the needs and aspirations of the indigenous community,' he said when officiating the International Day of the World's Indigenous Peoples 2025 (PHOAS 2025) organised by the Indigenous Peoples Network of Malaysia (Joas) here yesterday. Aaron also called for the Orang Asli community to increase its participation and build greater cooperation with the Rukun Tetangga activities to enable greater social relations and the spirit of neighbourliness. He said such programmes would also help the community gain wider access to local development programmes. Joas president Hellan Empaing said the event was more than a celebration as it was a gathering of solidarity which brought the indigenous community together to reaffirm its rights. 'This celebration will only be meaningful when our rights are respected, our land protected and our voices recognised in all laws and policies at both national and international levels. We are not here to mourn but to strengthen solidarity and to clearly affirm that we are not alone,' she said. The event, attended by over 200 members of the indigenous community featured cultural exhibitions, public forums, knowledge-sharing and sales booths With the theme 'Protect the Earth, Restore the Land, Regreen the Future Through Indigenous Wisdom', the event called on Malaysians to recognise the wisdom of the indigenous community in caring for the environment and the earth's heritage and the people's responsibility towards it.
