64 THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION job, it would make the children with learning disabilities feel useful and give them a sense of independence as well as being contributing and productive members of community through their jobs. Adult living can be constituted as having appropriate physical access to public places and having own place to live in. 10. Based on the formula mentioned earlier and the explanation on the area of ‘Needs’ and ‘Goals’, the range of ‘Provisions’ is as follows: Early Intervention à Mainstream Education (integrated and inclusive) or Special Training Centres à Adult Training and Job Placement 11. She also opined that there is no compelling reason in choosing between lifelong learning and mainstream education. She believed that children with learning disabilities need to be included in mainstream education and learning process should go beyond the primary and secondary schooling. She further highlighted that learning is lifelong and the education provided in mainstream schools must take into account future goals that constitute a meaningful life. Panel 2: Challenges & Issues among the Special Education Teachers by Mr. Hambali Haji Shuib, Headmaster in Sekolah Pendidikan Khas Kolombong In his presentation, Mr. Hambali briefed the following issues:12. Most of the classroom for special education and rooms provided for teachers are not spacious and conducive for the learning process, thus resulting in difficulties in the learning and delivery processes. 13. He suggested upgrading the facilities at the mainstream schools and emphasised that the upgrading would also address the safety issues for children with learning disabilities. He stressed the pressing need for more spacious and conducive air-conditioned classrooms and friendly-user toilets. 14. With regard to the challenges faced by the teachers and teachers’ assistants (PPMs), the following points were raised:a. PPMs among men are needed to assist teachers in monitoring the learning of male students as well as to their aggressive behaviours and to help the teachers in outdoor activities; b. Security assistance should be provided to teachers and PPMs in handling and controlling behaviours of aggressive students to avoid any untoward incidents; c. Ensure placement of students is properly implemented based on the eligibility criteria prescribed by the Ministry of Education (MOE). Proper placement would assist the students in reaching their full potential; d. In regard to the training for teachers to expand their knowledge and