PART 2 REPORT ON THE COMMISSION’S FORUM ON THE RIGHT TO EDUCATION FOR CWLD PLENARY SESSION I VOICE IT OUT: SHARING OF EXPERIENCES AND UNDERSTANDING THE CHALLENGES Panel 1: Lifelong Learning or Mainstream Education? by Puan Jenny Tham, Director of Programme & Services, Seri Mengasih Centre In her presentation, Puan Jenny highlighted the following issues:6. It was stressed that children with learning disabilities should be consulted before any decisions that would have impact on them are made to ensure that their rights are respected. As such she informed that in coming up with proposals for this Forum she had consulted a couple of her former students who had proposed the followings: a. The curriculum and teaching contents must be suitable to prepare these children for future employment; b. Support teachers are needed for every class where there are children with learning disabilities; c. All teachers, teachers’ assistants and/or support staff must be trained on how to teach children with learning disabilities; e. The school (teachers and administrators) must communicate with the home (parents/caregivers) about the learning environment; f. Teachers must explain to other students about their classmates who have learning disabilities; g. Accessible and barrier-free building should be built/multiplied. 7. For a better understanding of the issues, Puan Jenny used a formula consisting of 3 important areas namely needs, goals and provisions [Needs + Goals = Provisions]. ‘Provisions’ mean lifelong learning, mainstream education or anything else that are provided to the people by considering their ‘Needs’ as well as ‘Goals’. 8. She stressed that in order to allocate proper ‘Provisions’, it is pertinent to identify the ‘needs’ of an individual through a proper assessment which should include: 9. a. Diagnostic test to determine abilities and challenges resulted from the person’s disabilities which would in turn ensure appropriate placement of rehabilitation or education programmes; b. Regular or periodic tests for further programme planning. She further stressed that ‘Goals’ for children with learning disabilities must be lifelong and achievable. Thus, ‘Goals’ should emphasis on social inclusion, employment and adult living. Social inclusion can be defined as the need to be accepted and included by society. Meanwhile, by having and getting a 63