The establishment of Malaysia’s first preschool catering to B40 families with autistic children is a commendable step towards inclusivity and accessibility in education. This initiative offers hope to families and individuals with learning disabilities who have historically been marginalised. However, while this progress is encouraging, the government is urged to expand its efforts to benefit the wider community.

Neurodivergence, a term increasingly recognised across Malaysia, refers to individuals whose brains develop or function differently. A neurodivergent person possesses unique strengths and challenges compared to those whose brains function more typically.

The targeted support for B40 families addresses critical barriers to accessing specialised education, such as financial constraints and social stigma. This initiative serves as a lifeline for not only the children with autism, but also empowering families to better support their children’s development. Because of this, this lifeline should also be extended beyond the autistic community to include other neurodivergent children.

Children with conditions such as ADHD and Asperger’s Syndrome are often overlooked in mainstream educational settings. Like autism, these conditions frequently go underdetected or are misdiagnosed, leaving affected children on the spectrum without the necessary support. ADHD and Asperger’s Syndrome are two of the many others; education systems should extend to the neurodivergent community as a whole.

Another vital area for consideration is the training required to support specialised education. Teachers must be incentivised to pursue training in a wide range of neurodivergent conditions. A well-trained workforce is essential to ensure these children receive the quality education they deserve. Equally important is collaboration between schools, parents, and communities to foster an environment of understanding and acceptance. Awareness campaigns, parent support groups, and partnerships with NGOs can play pivotal roles in building an inclusive culture.

This preschool initiative marks a significant beginning, but it must form part of a broader commitment to inclusivity and equality in education. Every child, regardless of their abilities, deserves the opportunity to thrive amongst the neurotypicals, raising them to the heights that they can achieve with proper support.

Dato’ Dr Mah Hang Soon
MCA Education Consultative Committee Chairman
MCA Deputy President

10 January 2025

-MCA Comm-