Fairness for all: True inclusion is about giving students with disabilities equal chances to learn, grow, and feel like they belong. — 123rf.com
In Malaysia, more schools and universities are now talking about inclusive education. But what does that really mean?
True inclusion is not just about letting students with disabilities enter the classroom; it’s also about giving them equal chances to learn, grow, and feel like they belong.
Inclusive education means that all students, no matter their abilities, learn together and get the support they need.
This includes students who are blind, deaf, have learning issues like dyslexia, are autistic, or have physical or mental health challenges. It’s about removing physical, learning and social barriers.
It means changing how we teach so that everyone can succeed. Sadly, in many places, inclusion is still just a gesture. A student with a disability may be enrolled, but there’s no real support. The building may have a ramp, but lessons and exams stay the same.
This is what we call tokenism – doing just enough to appear inclusive, but not enough to make real change. It’s time to go beyond that.
Why it’s important
Education is a basic human right. Every child should have the chance to learn in a way that works for them. Inclusion helps everyone. It teaches kindness, respect and teamwork. It reflects real life, where people of all backgrounds and abilities work together.
When students with disabilities are supported, they can succeed, and the whole community benefits. Malaysia has made some progress in that regard.
The Education Ministry supports special education and has allowed students with disabilities to enter mainstream schools. Some universities now have disability units and better facilities.
But many challenges remain, namely:
> Poor access: Many buildings still lack ramps, lifts or accessible toilets.
> Limited training: Most teachers are not trained to teach students with special needs.
> Lack of awareness: Many still do not understand the needs and rights of students with disabilities.
> Limited tools: Devices like screen readers or captioning services are not widely available.
> Social stigma: Negative attitudes lead to isolation and low expectations.
In higher education, there are also professional barriers. The Malaysian Medical Council, for example, has a list of illnesses and disabilities that may stop students from studying medicine. This includes conditions like epilepsy, vision or hearing problems, or mental health issues. Of course, patient safety is important.
But rules that are too strict can block students who are fully capable. Instead of blanket bans, we should assess students case by case, based on ability and support needs, not just diagnosis. Inclusion must open doors to careers in medicine, law, teaching, and more.
Making it happen
Here’s how our schools and universities can do better:
> Train teachers and lecturers
Educators need to learn how to support different learners. This includes using visual tools and simple language, giving extra time, or offering different ways to show learning.
> Listen to students
Students with disabilities should be asked what they need. They know their challenges best.
> Design for everyone
Use Universal Design for Learning; create lessons that work for all students from the start.
> Make campuses accessible
This includes ramps, lifts, braille signs, and accessible online platforms.
> Build awareness
Workshops and campaigns can reduce stigma and teach respect for all students.
> Provide real support
This can include sign language interpreters, peer buddies, counsellors and disability officers.
> Measure outcomes, not just numbers
It’s not enough to say, “We have 10 students with disabilities.” We must ask: “Are they learning well? Are they graduating? Are they getting jobs?”
Leadership
Real inclusion needs leadership. School principals, vice-chancellors, and deans must make inclusion a priority.
That means including it in policies, budgets, and staff training. It also means speaking up when rules, like professional entry requirements, exclude people unfairly.
Inclusive education is not about feeling sorry for someone. It’s about fairness.
People with disabilities are not “special cases”. They are students, future workers, leaders and innovators. Some will become amazing doctors, teachers, engineers and business owners, if we remove the barriers in their way.
Malaysia is proud of its diversity. That includes people with different abilities. Let’s stop making small gestures; let’s make real change.
Every student matters. Every learner deserves a chance. Inclusion should not depend on luck or pity, but on justice, respect, and the belief that everyone in society has value.
Prof Dr David Whitford is vice-chancellor and chief executive of University of Cyberjaya. He earned a doctorate from Cambridge University and has held leadership roles in medical education. With over 70 research publications on disadvantaged communities and quality healthcare delivery, his academic journey includes positions at the Royal College of Surgeons in Ireland in Dublin and in Bahrain, where he established community-based teaching and led postgraduate studies.
The views expressed here are the writer’s own.
