80 THE RIGHT TO EDUCATION FOR CHILDREN WITH LEARNING DISABILITIES – FOCUSING ON PRIMARY EDUCATION stressed that with the right support from various stakeholders, these children will progress to achieve those realistic goals. PLENARY SESSION II OVERCOMING THE STIGMA: ROLES OF LAWS, POLICIES AND BEST PRACTICES Panel 4: Prioritizing Primary Education for CWLD: Policies & Their Implementation by Mr. Jamal Shukuri Bolhassan, Penolong Kanan Pendidikan Khas of SMK Demak Baru In his presentation, Mr. Jamal Shukuri briefed as follows: 28. According to Education Act 1996, the definition of special education programme include establishing a special school program for students who have visual and hearing impairments; introducing an integration program in mainstream school for students who have visual impairment, hearing impairment or learning disabilities; and instituting an inclusive education program for children with learning disabilities in regular classes with normal children. 29. In addition, he added that special education program is defined as a specific plan to meet the diverse needs of children with learning disabilities which necessitates the use of special materials, special equipment, and unique techniques of teaching and learning according to the abilities of the students. This plan would enable the teachers to educate and develop these children through mental development, emotional stability as well as social integration. 30. In respect of the implementation of special education curriculum, he highlighted that the teachers may modify the teaching methods or techniques; the timing of each activity; and the usage of teaching aids to make the learning process more effective in achieving the aims and objectives of special education as mentioned in Education (Special Education) Regulation 1997. The special education curriculum includes academic curriculum; spiritual and moral values; social integration skills; and leisure and creative activities. 31. He further highlighted that in considering the setting up of a special education programme, there are several important aspects that should be taken into account, including:a. Availability of well-trained special education teachers; b. Execution and implementation of Individual Education Plan; c. Implementation of Special Curriculum (Special Education Curriculum) and alternative curriculum, if any; e. Implications of implementing School-based Assessment (Pentaksiran Berasaskan Sekolah - PBS) on teachers and children with learning disabilities.