Key Issues Universal Periodic review (UPR) in 2009, that it would take steps to accede to four treaties – the ICESCR, ICCPR, ICERD and the Convention against Torture and Other Cruel, Inhuman and Degrading Treatment or Punishment (CAT). The Commission urges the Government to expedite its efforts through the Inter-agency Standing Committee on Human Rights that it has established to study related issues. 4. RIGHT TO EDUCATION OF CHILDREN WITH LEARNING DISABILITIES Although Malaysia has ratified the CRC and the Convention on the Rights of Persons with Disabilities, the Commission observes that a large number of Children With Learning Disabilities (CWLD) are excluded from primary education. It therefore conducted a study to promote the enrolment of CWLD in quality and inclusive primary education, and carried out observation missions to schools and NGO-run centres. Shortcomings were identified in some government-run schools in terms of learning space, lack of training for special education teachers and their aides, teachers’ confusion over the School-based Assessment System, and the lack of facilities to enhance the physical and emotional development of CWLD. A forum on the Right to Education of CWLD, held in three regions, flagged several concerns: • There is ambiguity in the admissions criteria for special education programmes, particularly on the role of other government agencies such as the Ministry of Health and the Welfare Department; the Ministry of Education should publicise the criteria and improve inter-agency collaboration. • Early intervention programmes should be enhanced to ensure the smooth integration of CWLD into the mainstream education programme. • The Government should upgrade facilities in special schools to meet the needs of CWLD, turning to corporate sponsors for aid, if necessary. • The number of schools offering special education programmes should be increased, particularly in rural areas, as Community-based Rehabilitation Centres do not have the same functions as such schools. • Due consideration should be given to the placement of trained teachers in special education programmes; they and their aides should be given continuous training to upgrade their skills. 11