KUCHING: The sharp rise in the number of students with Special Educational Needs (MBPK) in Sarawak has brought renewed urgency to calls for more special education teachers and Student Management Assistants (PPM), as the state prepares for the intake of six-year-olds into Year 1 in 2027 under the new school curriculum framework.
Dayang Dayana Abang Abdul Nasir from Persatuan Pembimbing Komuniti Autisme Kuching (PeKA) recalled, during the parliamentary debate on Jan 27, Igan Member of Parliament (MP), Ahmad Johnie Zawawi, had stressed that the growing MBPK enrolment demands immediate workforce expansion to safeguard the quality of teaching and learning in special education classrooms.
This, she said, was also echoed later by Betong MP, Datuk Dr Richard Rapu, who underscored that strengthening teacher capacity is crucial to achieving inclusive and equitable quality education, in line with United Nations Sustainable Development Goal 4 (SDG 4).
“While Sarawak recognises that the appointment of Education Service Officers falls under Article 144 of the Federal Constitution and is vested in the Education Service Commission (Suruhanjaya Perkhidmatan Pendidikan or SPP) as the appointing authority, the state government believes that closer strategic collaboration with the Ministry of Education Malaysia (MOE) and SPP through structured engagement and joint planning is essential to meet the rising demand, particularly in special education, which is becoming increasingly significant,” said Dayang Dayana to Sarawak Tribune.
The urgency of this manpower requirement, she added, comes against the backdrop of a steady increase in the registration of Persons with Disabilities (OKU) nationwide over the past decade, with the learning disabilities category recording the highest growth.
She also said, as awareness improves and more children are identified through structured screening tools such as M-CHAT (Modified Checklist for Autism in Toddlers), TOY8 (Tinjauan Orientasi Tahun 1, 8 Konstruk), ProsPIM (Preschool Student Development Screening and Intervention Programme and PROSPER (Development Screening and Early Intervention Programme), the education system is seeing a corresponding rise in MBPK enrolment, from early childhood centres to primary and secondary schools implementing the Special Education Integration Programme (PPKI).
“Sarawak has expanded early intervention services through Community-Based Rehabilitation (PPDK), One-Stop Early Intervention Centres (OSEIC), and inclusive preschool initiatives such as SeDiDik’s Open Door Policy and Tabika Kemas Autism (Tunas Istimewa).
“At the primary and secondary levels, over 200 schools now offer PPKI, with the Sarawak Vocational Special Education Secondary School (SMPKV) set to further strengthen pathways for MBPK students.
“However, infrastructure expansion alone is insufficient without adequate human resources.
“The increasing complexity of student needs, from autism spectrum disorders to learning and developmental challenges, requires trained educators, therapy-informed teaching approaches, and sufficient classroom support through PPM appointments.
“As Sarawak moves towards 2027 and beyond, the focus is no longer solely on access to education, but on ensuring quality, inclusivity, and sustainability, a commitment that begins with investing in the right number of qualified teachers and support personnel to serve every child effectively,” she said.
