Chapter 3- Report of the Research and Policy Development Group Based on the visits, the Commission flagged a number of issues for attention: (ii) 76 • While noting that the overall classroom conditions in government schools are acceptable, the Commission is of the view that classrooms for CWLD should be more spacious to make learning conducive. It was noted that, in some of the schools visited, classrooms for special education were separated by thin walls made of plywood, or by bookshelves. This is unlike the classrooms in NGO-operated centres where the classrooms were found to be more spacious. • Although the majority of teachers in special education classes are trained and have the appropriate qualifications, there were instances where teachers without special education training were being deployed. Although they were required to attend a one-off three-day special education course, the majority were not provided with comprehensive, intensive and continuing training to develop their teaching skills. • In 2004, the Ministry of Education (MOE) had introduced the post of teachers’ aide to assist special education teachers in class. The Commission observed the urgent need for the MOE to put in place a structured training course for these aides to ensure that they understand their roles, appreciate the special needs of each group of students and are exposed to basic knowledge of special education. • There appears to be some confusion among special education teachers on the mechanism to evaluate the performance of CWLD under the new Pentaksiran Berasaskan Sekolah (School-based Assessment) system. Some teachers claimed that modification is needed to reflect the achievements of these students. • The Commission noted the importance of other facilities required by CWLD to assist their physical and emotional development, including a ‘snoezelen’ room and facilities for speech and occupational therapy. These were absent in most, if not all, government schools visited. In contrast, many NGO-run centres are equipped with such facilities, sponsored by the private sector under corporate social responsibility (CSR) initiatives. Forum on the Right to Education of CWLD Three sessions were held – in Kuala Lumpur on 22 April; in Kota Kinabalu, Sabah, on 23 September; and in Kuching, Sarawak, on 25 September. The forum was to: • Ascertain issues and challenges faced by CWLD and their parents in accessing primary education; • Provide stakeholders an opportunity to express their views on the right to education of CWLD; • Examine laws, policies and government practices in the delivery of the target group’s right to education; and • Identify concerns and draw up strategies and recommendations to promote and protect the right to education of CWLD.