44 THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION 132. In achieving this, it is important that the SEIP programmes are extended to all schools in the second Wave (2016-2020) of the implementation of the Education Blueprint and thereafter to gradually transform this programme into inclusive education. As an immediate step, the Government should ensure the availability of SEIP in more schools, in particular the rural areas, which is necessary to ensure all children with disabilities including CWLD have equitable access to primary education. (d) To Address the Issue of Human Resources 133. There should be more qualified and trained special education teachers. In this regard, the Commission notes that many universities as well as teachers’ colleges are offering special education as a teaching option. In welcoming this, the Commission emphasises the importance of ensuring that the universities’ modules are on par with, and are regularly updated based on, international developments in respect of special education. 134. The Government should take immediate measures to ensure the correct placements of special education teachers to match with their qualifications and training in order that the appropriate skills and specialties are channelled to meet the needs of SEIP and inclusive programmes. 135. In addition, it is also important to ensure that training on special education is provided to all mainstream teachers who are deployed to teach in SEIP. Opportunities for continuous training and life-long learning programmes should also be provided to these teachers allow for enrichment of their knowledge and skills in special education. 136. Likewise, teacher’s aides should also be provided with regular training on special education and the special needs of children with disabilities, including CWLD. It is recommended that the Ministry require teacher’s aides to attend a five-day training every year. 137. In moving towards inclusive education the Government should ensure resource teachers are appointed to support and work directly with classroom teachers to attend to the special needs of, and to provide additional one to one support for children with disabilities, in particular CWLD. Unlike the existing teacher’s aides, resource teachers must have the appropriate academic qualifications. This would entail creation of posts. 138. In addition, the Government should be mindful of the need to have other specialists in schools whose presence is pertinent in fostering effective learning process. These specialists include speech therapists, occupational therapists, audiologists and child psychologists and psychiatrists. Again, creation of additional posts is essential to ensure adequate support.