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in all regions, promoting research and development of curriculum, learning

process, testing and evaluation that are suitable for persons with disabilities,

and strengthening the capacity of teachers and other educational personnel.

37. However, in practice education is still inaccessible to many persons

with disabilities. The admission of children with disabilities usually depends

on the discretion of the administrator of each school. Many children with

disabilities are denied admission in ordinary schools. From the experiences

of many parents of children with autism, a complaint or demand has to be

made before their children can be admitted. Some schools arrange a

specific class for children with different types of disability and provide two

teachers for the class, which are not sufficient. Others have not made

appropriate adjustments to accommodate the needs of children with

disabilities. For example, arrangement is not made for a child with mobility

disability to attend class on the ground floor. The fact that public schools

are generally not ready to provide appropriate education for children with

disabilities have resulted in a de facto discrimination of these children. This is

despite the fact that Section 8 of the 2008 Education for Persons with

Disabilities Act stipulates that a denial to admit a person with disability by an

educational institution is considered an unfair discrimination. There is a case

where a child with disability who passed an admission examination to a

school was persuaded to study at another because the former school was

not apt to provide proper education. There are only a small number of

special schools that offer education to children in accordance with their

specific type of disability, but there is no special school for children with

autism. The government also operates special educational centers to

prepare small children with disabilities for primary education. However,