PART 2 REPORT ON THE COMMISSION’S FORUM ON THE RIGHT TO EDUCATION FOR CWLD needs of children with learning disabilities. 10. However, Ms. Chew admitted that some teachers chose special education for self-centred reasons such as less pressure, less work and incentive allowances. In response to the situation, she highlighted that one of the reasons which prompted this negative attitude and poor performance on the part of teachers was the lack of appropriate training and support. 11. In addition, she also highlighted the importance of substantial improvement from Ministry of Education (MOE) in the administration, implementation and monitoring the special education such as timely allocation of funds to schools with special education programme to ensure that teaching and learning materials are available at the commencement of the semester so that the teaching could proceed smoothly as planned. 12. She also opined that clear and committed policies and laws pertaining to children with learning disabilities would guarantee a free and appropriate public education as these children are often labelled as “uneducable”. 13. She stressed the importance of families’ contribution to the educational programme for children with learning disabilities and urged teachers to value those contributions which are essential in attaining a child’s fullest potential. 14. In so far as inclusive education is concerned, Ms Chew was of the views that it was important for the Government to prepare teachers for inclusive education as Malaysia has accepted and ratified the Salamanca Statement and Convention on the Rights of Person with Disabilities (CRPD) both of which called for inclusive education. The same is also stipulated in Persons with Disabilities Act 2008. To date, the majority of children with learning disabilities are receiving integrated education programme (PPKI). 15. She further suggested the following as to improve the education system for children with learning disabilities:a. The training contents for special education teachers need to include the assessment, drawing up an Individual Education Plan (EIP), teaching strategies, classroom and behaviour management as well as collaboration with families; b. The Principals are the key players in ensuring the success of special education programmes in their schools. Accordingly, these Principals must be sensitized on every aspect of special education; c. The teachers should work as closely as possible with parents in ensuring the services planned would be relevant to the needs of the families and children; d. The policy makers should promote the inclusive education policy to school stakeholders at all levels which include the administrative levels, heads of schools as well as teachers; e. Encouraging the concept of peer-teaching among normal and children 77