Chapter 3 - Report of the Research and Policy Development Group The specific objectives of the research were to: i. Raise awareness among education professionals, decision-makers and the public of the challenges CWLD experience in accessing primary education; ii. Identify the gaps in information about education for CWLD in order to build support for the education of CWLD; and iii. Build bridges between Government agencies and civil society so as to promote more participatory, transparent and accountable policy-making in the education sector. In 2013, the Commission reported that in furtherance of the research, it had conducted several activities to gather information and identify issues relating to the enrolment of CWLD in primary schools, which included:• A series of forums on the right to education for CWLD; • Workshops on human rights for special education teachers; • Reviews of existing and applicable laws and policies relating to education for CWLD; and • Field visits to schools with integration programmes and schools run by NGOs. In 2014, the Commission focused on gathering and analysing data and statistics on CWLD from a number of agencies including the Ministry of Education (MOE), the Department of Social Welfare (JKM) and the Statistics Department. The data, statistics and information gathered and obtained during the activities in 2013 were further examined in its Report. Based on the activities undertaken in 2013 and further research and analysis conducted in 2014, the Commission made the following observations in respect of the issues relating to the right to education for CWLD: i. Data of Registered CWLD The Commission observed that the enrolment of CWLD in the primary Special Education Integration Programme (SEIP) and inclusive programmes has shown a steady increment; however, the number of CWLD compared with the total number of enrolled students in primary schools remained low at around one percent. The Commission observed that the enrolment of CWLD in the primary Special Education Integration Programme (SEIP) and inclusive programmes has shown a steady increment; however, the number of CWLD compared with the total number of enrolled students in primary schools remained low at around one percent. 61