Chapter 3- Report of the Research and Policy Development Group access to education, both at the primary and secondary level. It should be emphasised that the collection of data on children with disabilities should be systemised, synchronised and shared among the relevant Government agencies, in particular the JKM, MOE and MoH. 3. Expansion of the SEIP and Inclusive Education to All Schools The Education Blueprint aims to have 75% of children with disabilities, including CWLD, in inclusive education by 2025. To achieve this, it is important that the SEIP is extended to all schools in the second wave (2016-2020) of the implementation of the Education Blueprint and thereafter to gradually transform this programme into inclusive education. 4. Addressing the Issue of Human Resources The Commission notes that many universities as well as teachers’ colleges are offering special education as a teaching option. In welcoming this, the Commission emphasises the importance of ensuring that the universities’ modules are on par with, and are regularly updated based on, international developments in respect of special education. The Government should take immediate measures to ensure special education teachers are given placements that match their qualifications and training in order that relevant skills and specialist knowledge are correctly channelled within the SEIP. 5. Allocation of Financial Resources It is important that adequate financial resources are allocated to make school environments, in particular school infrastructures and facilities, accessible to all students. Sufficient resources should also be provided to procure appropriate and necessary learning and teaching materials. 6. Formation of Strategic Partnerships The Commission encourages the Government to establish strategic/smart partnerships with private corporations that, as part of their social responsibility initiatives, could contribute financially to the improvement of schools’ infrastructures and facilities, such as providing the multi-sensory room. Such strategic partnerships are not something new and have been capitalised on by many NGO learning centres. The Government could also consider expanding its strategic partnership to include NGOs and CSOs that provide alternative options for education for children with disabilities, in particular CWLD. 7. Strengthening Early Detection and Intervention Services The Commission stresses that the concerted effort and support of relevant Government agencies as well as other stakeholders with regard to early detection and screening of CWLD for placement in SEIP programmes, in particular inclusive education, are of paramount importance. To address the issue of lack of appropriate knowledge on learning disabilities among medical officers, the Commission recommends that all universities offering medical degrees should review their medical curricula to include courses related to the identification and assessment of CWLD. 64