My 10-year-old son was diagnosed with speech delay, and as a result, he has been attending a religious school under the Murid Berkeperluan Khas (Students with Special Needs) programme facilitated by a qualified teacher.
However, with the recent introduction of the integration system, my son has been placed in a regular class with other students, which has presented significant challenges.
Despite being in Primary 3, my son is still learning lessons from Primary 1, given his current condition.
This has been a struggle for him, and it’s disheartening to witness his frustration when he is unable to comprehend the material being taught.
My attempts to address this issue with the teacher have been met with the revelation that there are no clear directives on the placement of differently-abled students within the integrated education system.
This lack of clarity raises serious questions about the inclusivity of the integrated education system.
The essence of inclusivity is to provide a supportive environment that meets the diverse needs of all students.
Unfortunately, from my personal observations, I have not encountered parents who speak highly of the integrated system since its implementation in November last year.
While it may be a relief that there is no longer a requirement for students to change into their religious school uniform, the core issue lies in the efficacy of the integrated system for students with special needs.
It is crucial that the educational authorities address these concerns promptly and work towards ensuring that the integrated system is genuinely inclusive and supportive for all students, irrespective of their abilities.
Concerned Ummi
