The search for better and more improved ways of meeting are becoming more complexed realities of handling special educational needs of special children. This requires continued efforts from all those who are involved in this endeavor: the government, its partners, the civil society, the parents, the local and the school authorities.
Every effort put into improving the system is worthy of praise and it can be all of the following steps but not limited to them: (1) It is crucial for teachers attending to the special educational needs of special children to be properly trained and skilled in “identifying the needs of individual children and developing ways of meeting those needs with sensitivity” (Lords Hansard Text, May 3, 2004);
(2) Rather than focusing on the nature of the child’s disability, the help must be focused and extended to the child on how he can make progress at school; (3) Inclusion in mainstream schools makes a child’s educational progress possible for the purpose of finding the best interest of the special child although the use of special schools as an option is equally possible provided it serves the best interest of the same;
(4) Personalise learning for all children and make it responsive to the needs of each one; early intervention in addressing the need is the key to better child caring; parental support, increased working with the voluntary sector are highly recommended to foster learning and better outcome for the special children; (5) There is a pressing need for the government to take an active role in providing education for the children with the “the most severe and complex needs, and sharing their specialist skills and knowledge to support inclusion in mainstream schools” (Lords Hansard Text, May 3, 2004).
Through the concept of inclusion, a school is developed as a place for children who feel truly included and valued member for who they are and what they are; where they experience real friendships with all types of children with special needs or circumstances; where appropriate learning environment is in place that help them find for themselves their abilities that “they never dreamed of and achieve more than anyone believed possible” (Lords Hansard Text, May 3, 2004).
(6) All things can be made possible through creating partnership programs with relevant agencies “drawing on shared knowledge and expertise, developing an evidence base of what works and building a consensus on how to implement good practice most effectively” (Lords Hansard Text, May 3, 2004). This also includes sustaining and strengthening partnerships with parents of fragile or vulnerable children who are keyplayers too in ensuring that the special educational needs of special children are met.
(7) The development and extension of the techniques for monitoring and assessing performance of special educational needs pupils are keys for continuous improvement. Performance indicators that improve the learning abilities of special children can contribute in the creation of better educational policies, improving learning environment, and developing more responsive techniques that meet their varying needs.