78 THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION with disabilities. Panel 3: Education for CWLD: What Matters by Mdm. Ng Kui Choo, Senior Lecturer in Akademi Pengajian Bahasa, UiTM Sarawak In her presentation, Mdm Ng highlighted the following points:16. Communication was one of the problems faced by children with learning disabilities. Problems in communication could cause the children to suffer from lack of self-confidence and self-esteem. 17. Some teachers, due to the lack of understanding, knowledge and skills, are unable to handle high-functioning autistic children. 18. In addition, the lack of parental participation in a child’s education create problems or challenges to the development and achievement of these children. Mostly, lack of parental participation in schools stem from the lack of knowledge and training in childcare skills as well as poor parent-teacher communication and collaboration. She further suggested that parents should be proactively involved in the educational needs of their children by getting to know their child’s strengths and weaknesses, collaborating with teachers and professionals, and sharpening their skills and strategies to deal with their children who suffered from learning disabilities. 19. In response to the concept of inclusive education, she opined that children who came from designated special education school lacked self-esteem, motivation and confidence. According to her, based on a study it was found that special schools were ineffective in equipping these children with the right type of knowledge in order for them to pursue their tertiary education. She further highlighted that inclusive education would give these children a chance to participate in daily-life activities with their normal peers which would further enhance their socialization skills. 20. Mdm. Ng added that inclusive education also would teach and develop leadership abilities and the concept of caring and sharing among the normal children. This good practice would encourage the normal children to help their disabled peers who had difficulties in walking or writing or reading or/and eating. 21. She further suggested the following to be considered in improving the education for children with learning disabilities:a. To establish a multi-disciplinary team comprising among others teachers, speech therapist, psychologist and occupational therapist in schools to address the different needs of students in order to attain effective teaching and learning environment; b. To provide the appropriate support and facilities such as Snoezelen Room and sensory integration room in, preferably, all special education schools; c. To install CCTVs in special education schools as a protection and security mechanism to, both, teachers and children with learning disabilities;