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Lynch, J. 1994. Provision for children with special educational needs in the asia region. Washington: The World Bank.

"The evolution of specialeducation in Malaysia Lay Wah Lee and Hui Min Low"

Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca

Mohamed, J. 2006. Pendidikan khas untuk kanak-kanak istimewa, Bentong: PTS Professional.

Wan Abdullah, W. 2013. Supported employment : persons with learning difficulties in Malaysia. Retrieved from: http://webcat.warwick.ac.uk/record=b2686763~S1 [Accessed November 24, 2014].

Disable our misconceptions. Enable their dreams

DEPUTY Education Minister I, Datuk Mary Yap Kain Ching highlighted Malaysia's delivery of education services to children with disabilities, at the IDPP Multi-stakeholder Roundtable on Inclusive Education Policy. She said though the Education Ministry's Special Education Department holds the primary responsibility to provide education for children with disabilities in Malaysia, the Performance Management and Delivery Unit (PEMANDU) in the Prime Minister's Department is tasked to oversee the implementation and to assess its progress in relation to the policies on education of this category of children.