PART 1 THE COMMISSION’S REPORT ON THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION CHAPTER 3: THE RIGHT TO EDUCATION FOR CWLD – OBSERVATIONS AND ANALYSIS 44. As stated in the first chapter of this Report, the Government of Malaysia has introduced three special education programmes in Malaysia namely, Special Education Schools, Special Education Integrated Programme (SEIP), and Inclusive Education programme.11 These special education programmes are being managed by the Ministry of Education. 45. At present, CWLD are enrolled into the Special Education Integrated Programmes in mainstream schools. CWLD in particular, dyslexic students, may when deemed suitable by the teachers, be included in the inclusive education programme together with other mainstream students. In its recent official communication, the Ministry of Education informed the Commission that the Special Education Schools are now open to all special needs students irrespective of their disabilities, including learning disabilities.12 46. This Chapter identifies the applicable laws and policies adopted by the Government in attaining its obligations to fulfil, respect and protect the right to education for CWLD. This Chapter also assesses the rate of enrolment of CWLD in primary education. The later part of this Chapter discusses the barriers to education for CWLD, such as the availability of SEIP; criteria of enrolment into SEIP; and other challenges faced by CWLD including physical access to SEIP and the classroom conditions; SEIP lessons and activities; as well as other issues in relation to special education teachers, teacher’s aides and special education specialists. 47. The Chapter further examines the issues surrounding the financial aspects of SEIP in particular the education for CWLD. In addition, the roles of CBR as an alternative to formal education, and public awareness on the issue of education for CWLD are assessed at the end of this Chapter. In addition, the Commission takes cognisant of other alternative education programmes and schools that are operated by private sectors and NGOs. The Commission also notes the important roles of the CBR in providing early learning and rehabilitation programmes for special needs children. 12 The information was provided by the officials from the Special Education Division, Ministry of Education through an email dated 17 April 2015. 11 19