Chapter 1 - Report of the Education and Public Relations Group students to understand the lessons taught. iv. Some special education teachers have not been given postings that match their area of specialisation. For instance, some teachers specialising in learning difficulties have been posted to teach hearing-impaired students. v. There are no sport schools to cater to special needs students, unlike Bukit Jalil and Bandar Penawar Sports Schools which were built to cater to normal children. (c) Schools for Orang Asli Children The Commission was informed that the distribution of Kumpulan Wang Amanah Pelajar Miskin (KWAPM) was still an ongoing issue and has been every year for the past three years. This issue was highlighted in the Commission’s 2012 Annual Report and although the Government had provided some clarification in its response to the 2012 Annual Report, the issue still persists. On the ground, there seems to be a lack of coordination among the departments, i.e., the Orang Asli Development Department of Malaysia (JAKOA), the MOE and the schools concerned. This has resulted in many deserving pupils being left out from receiving the financial aid. The Commission was informed in some schools, the financial aid was distributed to the pupils in late October 2014. The Commission is of the opinion that for such financial aid to benefit the poor, it is important to ensure that it is distributed early in the year. The Commission observed that the school uniforms given by JAKOA are still wanting in quality. The school uniforms provided were either distributed late or were oversized. The Commission observed that the oversized uniforms may be hazardous to the children as they hamper their movements and are uncomfortable. Contemplating the future The Commission was informed that the alternative curriculum, Kurikulum Asli Penan (KAP) which was introduced in 2006 to 20 schools, has been abolished. This alternative curriculum was designed and introduced to assist non-performing OA schools, especially in their attendance rates and acquisition of literacy and numeracy skills based on local contexts. The Commission is of the opinion that the specially tailored curriculum should be maintained to 21