COMPLETION REPORT

Comparison on Diagnosis, Intervention Strategies, Provision of Access Arrangements and Welfare
Benefits for Students with Dyslexia and Other Learning Disabilities in Primary Schools in Japan andMalaysia
Dr. Ong Puay Hoon (+4)
Associate Professor
Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak
In both Malaysia and Japan, a category called ‘learning disabilities’ is recognised by both governments as an
official category of disabilities. Under this category are various developmental and learning disorders like
Asperger’s syndrome, autism spectrum disorder, attention deficit/hyperactivity disorder, dyslexia, dyspraxia,dyscalculia, dysgraphia, auditory processing disorder, Tourette’s syndrome, fragile X syndrome and others. InMalaysia, the Persons with Disabilities Act 2008 protects the rights of all people with disabilities (PWDs) andthat all PWDs will have the same opportunities as other people. There is no specific law for people withlearning disabilities. In Japan, the Diet enacted legislation in May 2016 to boost support for people withdevelopmental disabilities (including those with learning disabilities) to help eliminate social barriers in areas
such as education and employment. It is the first revision of the law which has taken effect in 2005. The
revised law encourages schools to compile individual learning plans for affected children and municipality
offices to offer jobs to developmentally disabled persons so as to help their independence.
Both Malaysia and Japan recognise dyslexia as a learning disability that requires special attention in schools.
Both countries require a clinical diagnosis of dyslexia from medical professionals. While in Malaysia, doctors
in other related specialties like family health, psychiatry and even medical officers can diagnose a learning
disability in primary school children, Japan mandates a paediatrician or child specialist for a diagnosis. In bothcountries, many doctors can diagnose autism spectrum disorders, attention deficit/hyperactivity disorders andother developmental disorders, but not many of them including paediatricians have been trained to diagnose
dyslexia. As such, in Malaysia, the Ministry of Health published a section on assessment and diagnosis ofdyslexia in its Paediatric Protocols for Malaysian Hospitals, 2012.
After a clinical diagnosis of a learning disability, registration with the Social Welfare Department (under theMinistry of Women, Family and Community Development Malaysia) is encouraged, but not yet mandated,to obtain a Disability Card (Kad OKU). This card allows children and persons with disabilities, including
dyslexia and other learning disabilities, to obtain a disability monthly allowance, placement in special
education or dyslexia programs and access arrangements in national examinations. Persons with a Disability
Card also enjoy free or special discounts in transportation, health, recreational and other services. Parents ofchildren with a disability card enjoy rebate in their annual income tax. In Japan, there is no issuance of such adisability card. Children with dyslexia and other learning disabilities are given a note from the diagnosing
doctor on type of disability. This note allows the holder to have access to special education or special schools.
Until the revised Developmentally Disabilites Act in May 2016, there is no legislation to provide special
educational services for children with learning disabilities in mainstream schools.
Both Malaysia and Japan have put in place special learning programs for children diagnosed with dyslexia
and other learning disabilities. Malaysia has special schools for children with visual and hearing impairments
only and integrated special education programs for children with learning disabilities. A minority of learningdisabled children is being placed in inclusive programs, usually without the services of learning support
assistants (LSAs). The National Dyslexia Program in Malaysia commenced in 2004 in a few selected schools
nation-wide. In Japan, there are special schools for children with visual, hearing and intellectual disabilities.
One such school for children with intellectual disabilities is Aoyama Special Education Elementary School inMinato-ku. Children with dyslexia and other developmental disabilities are placed in special education
programs like in Konan Elementary School, also in Minato-ku. Those placed in inclusive programs will havethe support of LSAs.
The research findings for both Japan and Malaysia affirm the principles laid out by international conventions,in particular, the Convention on the Rights of the Child (CRC) as well as the Convention on the Rights of
Persons with Disabilities (CRPD), both of United Nations. Article 23 of the CRC states that a child with adisability should enjoy a full and decent life in conditions which ensure their dignity, promotes self-relianceand facilitate the child’s active participation in the community. Article 23 also requires State Parties torecognize the right of the disabled child to special care, to render assistance free of charge whenever possible
and to ensure that the disabled child has effective access to and receives education, training, health careservices, rehabilitation services, preparation for employment and recreation opportunities in a mannerconducive to the child’s achieving the fullest possible social integration and individual development,including his or her cultural and spiritual development.
As both Japan and Malaysia are signatories to both these conventions, albeit with some reservations in thecase of Malaysia, both countries have set in place several provisions in the form of laws, mandates andmechanisms to ensure the special needs of children with disabilities or difficulties are well-taken care of.
However, more needs to be done in terms of implementation so as to uphold the principle of inclusion and nochild left behind.

Publication of the Results of Research Project:Verbal Presentation (Date, Venue, Name of Conference, Title of Presentation, Presenter, etc.)
No. DateVenue

Name ofConference
125 June Special Education Division,Sharing session
2015
Ministry of Education, Culture,with specialSports, Science and Technology education officers(MEXT), Tokyo, Japanof MEXT
211 June Workpia Yokohama, Japan
Asia-Pacific2016
Dyslexia Festivaland Symposium2016
312 June Workpia Yokohama, Japan
Asia-Pacific2016
Dyslexia Festivaland Symposium
2016
Thesis (Name of Journal and its Date, Title and Author of Thesis, etc.)
Book (Publisher and Date of the Book, Title and Author of the Book, etc.)-Title of Presentation

Presenter(s)Special Education in
Malaysia

Ong Puay Hoon
&Ong Puay Liu

Education of Students
with Dyslexia in
Malaysia

Ong Puay Hoon

Teaching of English
Language to Students
with Dyslexia in
Malaysia

Ong Puay Hoon