Chapter 3 - Report of the Research and Policy Development Group Each forum was divided into two sessions. The first looked at experiences and challenges of CWLD, as described respectively by a student and a Special School teacher. The second session examined laws, policies and best practices by the relevant agencies for CWLD. Representatives of government agencies like the MOE, Ministry of Health, and the Welfare Department were invited as speakers. Other panellists comprised teachers, parents of CWLD, members of NGOs and CWLD. The forum was well received in each location, with lively discussions that highlighted issues of concern. • There was concern over the admissions criteria for special education programmes as outlined in the Education (Special Education) Regulations 1997 under which only children who are educable and able ‘to manage themselves without help’ are eligible for three types of programmes in government schools. However, the Commission notes that the criteria have been omitted in the Education (Special Education) Regulations 2013, adopted in July. • The ambiguity of admission procedures for special education programmes was raised. While the MOE appears to have a standard admission procedure, its implementation seems to be shrouded in uncertainty, in particular on the role of other government agencies such as the Ministry of Health and the Welfare Department. Parents called on the MOE to ensure that the procedures are publicised, and to enhance inter-agency collaboration so as to secure the interests of the children. • It was suggested that early intervention programmes be increased and enhanced for CWLD. These are pertinent to ensure their smooth integration into the mainstream education programme, which would facilitate their education and development. • Priority should be given to upgrading school facilities to suit the special needs of CWLD. These should include spacious classrooms, provision of appropriate teaching materials and the building of sensory and/or ‘snoezelen’ rooms. In noting that some facilities would require a larger budget, the Commission strongly recommends collaboration between the Government and the corporate sector, to encourage CSR by sponsoring facilities in special schools. • Calls were made to increase the number of schools offering special education programmes, particularly in rural areas. Most programmes are now being offered in urban or suburban areas. Arguably, parents in rural areas may send their special needs children to a Community-based Rehabilitation Centre (CBR). However, the CBR does not have the same role and functions as the special education programme. Therefore, CWLD should be educated in school as required by the CRC and CRPD. • Parents should support the development of their children’s education by engaging with teachers and schools. 77