Thursday November 6, 2008

Ideal class
WHEEL POWERBY ANTHONY THANASAYAN

RECENTLY I received flak from some parents of learning disabled (LD) children and young adults. They were upset with me for not giving my support as a disabled city councillor (MBPJ) to a centre in Petaling Jaya, where their children were studying.

The trouble is, the centre in question is a business set-up; it is not registered as a non-profit association with the Registrar of Societies, which should be the case.

As a disabled person, I would be the last to go against anything that would benefit the disabled.

Despite the apparent negativity of it all, I believe the issue has raised healthy debate over services provided to the disabled in our country.

Here is a brief checklist that Puan Sariah Amirin and I worked on, which will hopefully be a useful guide for anyone intending to work with people with LD.

Sariah is president of the Dyslexia Association of Malaysia. She also sits on the expert committee on disability in MBPJ.

Understand the basics: There is a wide range of learning disabilities that affect people from birth to adulthood. They encounter significant difficulties in their ability to listen, speak, read, write and reason like other people. However, with proper training, they can study in a regular school setting with a special education teacher. If given a chance, they can even hold jobs.

Know your target group and their needs: Never lump various types of LD groups together. Each category has specific needs. Teachers must possess special education qualifications. The ideal ratio is one teacher to four students.

A roomy environment is essential: Bungalows or corner lot double- or single-storey terraces are best. Children with behavioural issues like attention deficit disorder, attention deficit hyperactivity disorder or autism can get very upset and claustrophobic with the way furniture is arranged. Thus centres should provide an open space where such children can go to calm down.

Where they study: Classrooms must be equipped with suitable eating areas, outdoor playground, gym (for physiotherapy) and clean and safe toilets. Special diets which are sugar-free or caffeine-free are a must for all LD children.

Further requirements: Students must be assessed for their chronological and mental age to enable proper grouping for effective education. An individual education plan should be structured. This should include the curriculum set by the Education Ministry’s Special Education Department.

In addition to academic achievements for highly-functioning LD students, daily living skills and behaviour management programmes are needed for those with moderate and profound disabilities. Vocational training geared towards job placements should be provided for those 16 and above.

Other prerequisites for setting up an LD centre include having medical professionals – from neurologists to speech therapists – to ensure holistic care for each child. A centre should be operated by a board of directors which includes at least one or more of such experts in the team.

All LD centres must conduct examinations to give every child the same opportunities as non-disabled students.

For more information, contact Puan Sariah Amirin (03-4025 5109).