Create ecosystem of support to prepare special needs students for higher education
As classrooms grow more connected, the challenge lies not in technology adoption but rather, in making sure no learner is left behind.
This calls for a human-centred approach that places teachers and students at the heart of technological design and deployment, said Universiti Utara Malaysia deputy dean (research and innovation) Assoc Prof Dr Husniza Husni.
“Assistive technology is not just about gadgets.
“It’s about building an inclusive ecosystem – one that empowers teachers, supports students, and upholds ethical responsibility as we harness artificial intelligence (AI) and smart tools for the greater good,” she said.
Husniza
Husniza, who also chairs the varsity’s Inkubator Disleksia and serves as a Human-Centred Computing Research Lab fellow at the varsity’s School of Computing, warned that even the most advanced innovations risk becoming “just another tool gathering dust in a cupboard” without proper integration into the school ecosystem.
Higher education institutions, said Universiti Kebangsaan Malaysia lecturer Dr Mohd Syazwan Zainal, must rethink how they prepare and support the growing number of students with special educational needs and disabilities (SEND).
Mohd Syazwan, from the Faculty of Education, said by focusing on two key pillars for progress – building information and communication technology literacy and developing an ethical and inclusive digital policy framework – educators can help SEND students transition from secondary school to university, where independent learning becomes essential.
Bridging programmes and early orientation, he added, are crucial in helping SEND students ease into a new environment.
Bridging programmes, he explained, are courses designed to help students transition to a new academic or career level by closing knowledge or skill gaps.
Mohd Syazwan
“From the first day students enter higher education, universities must provide proper orientation and training to help them adapt to the higher education style of learning,” said Mohd Syazwan, who spent nearly seven years as a SEND teacher in Melaka.
While many universities have disability support units, he also highlighted the importance of peer mentorship where mentors help SEND students adjust to the higher education learning environment and use technology effectively.
Beyond graduation, Mohd Syazwan encouraged institutions to offer micro-credential and certification courses that strengthen digital competencies and prepare SEND students for the workforce.
Ethical and inclusive
Additionally, he called for the development of ethical and inclusive policy frameworks that address the diverse needs of SEND students.
“Many universities and countries already have inclusive policies, but there’s still a gap,” said Mohd Syazwan, who also serves as the varsity’s Autism Research Centre coordinator.
“We need to ensure that staff, academics and administrators truly understand the varied needs of students – from those with hearing impairments to those with autism, dyslexia, or attention deficit hyperactivity disorder,” he said, stressing the need for existing frameworks to go beyond general accommodation and address specific accessibility and sensory challenges.
“Students with high-functioning autism, for instance, may struggle with bright lights or loud noises.
“Policies should offer clear guidelines for how technology can accommodate these needs,” he explained.
Moving forward, he suggested establishing an inclusive technology council and ensuring the ethical use of AI in education.
“The council can ensure that digital tools, systems and practices remain inclusive and responsive to the needs of SEND students.
“While AI can enhance learning, it can also introduce bias if not guided ethically. Policies must ensure that analytics are used to identify barriers and improve support – not to penalise students for their disabilities,” he concluded.
Note: All the interviewees were speakers at Bett Asia 2025. The education technology leadership conference and expo took place from Oct 2 to 3 in Kuala Lumpur. Themed “Better education, globally”, the two-day event brought together over 70 expert speakers and an expo hall highlighting the latest advancements in edtech. The programme covered a wide range of topics, from K-12 education to higher education, focusing on key opportunities to enhance education systems and improve student outcomes across Asia.
"When we combine empathy, creativity and the right support system, technology can open doors of opportunities for SEN students. Start with what we have. There’s no need for expensive devices because creativity and adaptability are more important than the latest gadgets. Next, build a culture of planning and sharing, where teachers grow when they learn from one another.
Then, we can start to think beyond school walls. Assistive technology should not end when a student graduates. Innovations like PEKA OKU show how we can extend support into employment and lifelong empowerment.
SMK Orkid Desa SEN teacher Siti Ainulmursyida Shamsudin
"The future of learning cannot be built on technology alone; it must be grounded in equity, connection and context. Equity is the starting point, not a footnote. When we talk about innovation, the question is not just what is possible, but more importantly, for who? What if the child lives far away? What if the child has no access? What if the parents cannot provide support, or the child has to work to help the family? We must think about the layers and levels of marginalisation before we talk about progress. Also consider this, if our tech solution doesn’t work offline, isn’t available in local languages, or fails under limited bandwidth, is it really innovative or just exclusive? The reality is that one-size-fits-all actually fits no one. So, are we more committed to scalability than to relevance? How do we create classrooms or learning spaces that respond to local contexts, where children understand there are multiple realities instead of just following global trends?
Unicef education specialist and lead Azlina Kamal
"It isn’t just about tools; it’s about teachers, learners, and shaping the future together. Innovation must begin with the educators themselves. If teachers don’t feel confident, it will never reach the students. That’s why our focus must always be on people: the teachers and the learners. Innovation shouldn’t just start from initiatives like workshops or projects; it has to be embedded in our culture. Excellence isn’t about a single achievement; it’s about the small things we do consistently every day.
Brunei Education Ministry Policy and Corporate acting deputy permanent secretary Pengiran Dr Mohd Iskandar Pg Petra
