PART 1 THE COMMISSION’S REPORT ON THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION 3.4 CHALLENGES ENVIRONMENT FACING CWLD IN THE SCHOOL’S 3.4.1 Building Facilities in School & Classroom Conditions (a) Building Environment and Facilities in SEIP Programmes 75. The Education Blueprint recognises the lack of disabled-friendly infrastructures and facilities in many mainstream schools with SEIP programmes and the need for the issue to be addressed through appropriate financial allocations.32 76. The Commission observed that in some schools it visited,33 particularly the older schools, SEIP programmes are located in building/block separated, and sometimes isolated, from the mainstream classes. The most commonly cited reason was the limited available physical space in the schools. It was further noted that the conditions of the block where the classes were located were in a deplorable state and were not disabled-friendly with limited facilities such as ramp, railing and toilets, or none at all. 77. Nevertheless, the Commission noted that the buildings of the newer schools were based on the inclusive/universal building design which takes into account the special needs of children with disabilities and hence appropriate facilities are adequately installed. 78. The ability of children with disabilities, including CWLD to receive education is closely connected with their ability to gain access to those facilities. As such, all barriers should be removed and schools should be fully accessible to all children. (b) Classroom conditions 79. CWLD in SEIP comprised students with multiple and different disabilities. When the Commission conducted its visits to government schools, it noted that the classrooms for special education were small and further partitioned to create more rooms. Some rooms were separated by thin walls made of plywood, or by using bookshelves. Except for some schools, this arrangement of classroom is common in all schools especially the older schools. 80. It is noted that such an arrangement could be unsuitable and may have an adverse effect on the learning process of the CWLD, in particular those with certain conditions such as ADHD. In contrast, the classrooms in NGOoperated centres were found to be more spacious and conducive for learning. 32 33 Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education), pp 4-16. SK Air Itam Pulau Pinang and SK Tabuan Sarawak. 27