LETTER | Access and success for students with special education needs

LETTER | In 2018, Philip Alston, the UN special rapporteur on extreme poverty and human rights, reported that only 4,500 persons with disabilities (PWDs) were employed in both the public and private sectors in Malaysia.

This low participation rate was largely attributed to employers’ negative perceptions of PWDs and inadequate workplace accessibility. Alston highlighted the failure of many employers to create conducive environments for these workers.

However, by 2022, the Women, Family, and Community Development Ministry reported that the number of PWD employees had increased to 10,766, reflecting some progress in this area.

This gradual improvement underscores the importance of ensuring access and success for people with special needs. Creating accessible workplaces and supporting PWDs is vital to breaking down barriers and fostering an inclusive society.

Central to this discussion are the concepts of “spatial” and “space”. In this context, “spatial” refers to the physical environment, while “space” denotes the job opportunities available to PWDs.

Section 29 of the Persons with Disabilities Act 2008 ensures equal employment rights for PWDs, obligating employers to provide favourable workplace conditions and stable employment.

However, the ongoing struggle to create accessible physical spaces and job opportunities highlights the need for continued efforts to address both “spatial” and “space” concerns. Addressing these issues not only fulfils legal obligations but also paves the way for a more inclusive society where PWDs can thrive.

Starting with education

Raising awareness is crucial, and it should begin with the public - especially in schools, where peers, teachers, and school leaders can effectively learn and promote inclusivity. The state of a country’s inclusivity is often reflected in the foundational level of education.

If schools can successfully accommodate the spatial and space needs of PWDs, it sets a positive precedent, making it more likely that the broader public, including employers, policymakers and other stakeholders, will also embrace and support inclusivity.

This initiative doesn’t need to be aggressive or grand; it can start with ensuring accessibility to school facilities and making school programmes and activities, such as vocational training, sports days, and skill-building activities, inclusive for all students.

By starting at the educational level, we establish the building blocks for a society that values and integrates PWDs into all aspects of life, from schooling to the workplace.

Transitioning between educational stages - whether moving from kindergarten to primary and secondary school or advancing to higher education or the workforce - presents significant challenges for students with disabilities.

These students often face barriers such as inadequate facilities catering to their unique needs, lack of proper infrastructure and support systems for students with disabilities, insufficient career guidance, limited opportunities for skill development, and a lack of robust support networks.

To effectively support students with special needs and disabilities, it’s not just about the physical infrastructure - the “spatial” aspect - but also about the opportunities available to them - the “space” they occupy within the educational and career landscape.

Proper infrastructure includes accessible classrooms, specialised equipment, and adaptive technologies that cater to their unique needs. However, equally important is the “space” within the curriculum, support networks, and opportunities for skill development.

Effective transition planning must address both of these dimensions. This means ensuring that students have access to personalised career counselling and targeted skills training, while also creating pathways to further education or employment tailored to their specific needs.

By integrating these spatial and space considerations into a cohesive plan, we can create a more inclusive environment that supports the holistic development of students with special needs, allowing them to thrive academically and professionally.

Kumaresan Muniandy, the Rise Educator of the Year 2023, exemplifies this through his work at SMPKV Merbok in Kedah. He has equipped the Projek School Enterprise Kedai Dobi OKU and Mock House Training Centre with tools designed for his special needs students, offering them hands-on learning experiences that closely mirror real-world scenarios.

These programmes not only build practical skills but also instil confidence, preparing students for industry training and ultimately helping them secure employment after graduation.

Role of educators and stakeholders

The dedication of educators like Cikgu Kumaresan underscores the vital role teachers play in creating an inclusive environment for students with special education needs.

His innovative approaches, which thoughtfully address both “spatial” and “space” challenges - ensuring the physical environment and opportunities are accessible - make a profound impact on his students’ lives.

This highlights the importance of a comprehensive approach to inclusivity, where physical spaces and job opportunities are tailored to meet the diverse needs of all students.

To build on these successes, stakeholders must actively engage with educators to understand how they address these challenges and collaborate on effective solutions.

By working together and leveraging the expertise of these exemplary teachers, we can continue to advance towards a more inclusive educational landscape that fully supports students with special education needs in both their physical surroundings and career pathways.

The author is an educator at the School of Pre-University Studies, Taylor’s College.

The views expressed here are those of the author/contributor and do not necessarily represent the views of Malaysiakini.