46 THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION 145. From the perspective of the sharing of best practices in special education, the Government could also consider expanding its strategic partnership to include NGOs and CSOs which provide alternative options for education for children with disabilities, in particular CWLD. The Commission observed a variety of expertise in NGO learning centres. They had indicated their readiness to form strategic alliances with the Government to share their knowledge and best practices. That said, the Commission opines that it is equally important that all non-state schools, including those for CWLDs, operated by NGOs are properly regulated and a monitoring mechanism should be in place to ensure there is a regular scrutiny on the accessibility, quality and standards of these schools. (h) Strengthening the Early Detection and Intervention Services 146. With regard to early detection and screening of CWLD for placement in SEIP programmes, in particular inclusive education, the Commission stresses that concerted efforts and supports from relevant and related government agencies as well as other stakeholders are paramount, especially the key service providers namely the Ministry of Health, Department of Social Welfare and Ministry of Education. 147. To address the issue of lack of appropriate knowledge on learning disabilities amongst the medical officers, the Commission echoes the recommendation made by our two paediatrician speakers, Dato’ Dr. Amar Singh and Dr. Toh Teck Hock, that all universities offering medical degree should review their medical curricula to include courses related to the identification and assessment of CWLD. 148. Noting that CBR plays an important role in providing early intervention services which are essential in preparing the CWLD for schooling, the Commission reiterates the need to expand such programme to more localities, especially the rural areas. That said, it is important that the CBR is provided with sufficient number of trained personnel and be equipped with adequate resources, including appropriate rehabilitation facilities and equipment to enable delivery of quality services. (i) Raising Awareness 149. Achieving the right to inclusive education for children requires that all levels of government, public officials, those delivering services, and other duty bearers have the capacity, commitment and resources to implement the laws, policies and programmes in place to support that goal. The Government need to invest in awareness raising to promote understanding of the nature of disability, the social model of disability, and the strengths of inclusive education. They also need to provide training to inform all relevant duty bearers of their responsibilities under the law, and to provide an understanding of the rights of children.