Building Inclusive Pathways for Neurodivergent Children in Malaysia
by on 22/01/2026 ...
On a rainy Saturday morning, the auditorium of SEGi College Subang Jaya buzzed with quiet anticipation. Parents carrying toddlers, preschool operators with notebooks in hand, therapists, teachers, and inclusion advocates slowly filled the seats. They arrived with different backgrounds but one shared hope – to understand how to support neurodivergent children more meaningfully.
Held on 12 July 2025, the event Embracing Uniqueness: Pathways to Support Neurodivergent Learners, organised by Kiddy123 in collaboration with SEGi College Subang Jaya, gathered more than 200 participants and over 30 exhibitors. At the heart of this half-day event was an expert-led panel discussion that quickly became the emotional anchor for everyone present: “Bridging the Gaps: How to Navigate and Access Support Services for Neurodivergent Children.”
What unfolded was a compassionate, deeply human conversation that offered clarity, validation, and direction for parents and educators who have long felt lost in a fragmented system.
Inclusion Begins with Respect, Not Placement
Moderator Desiree Kaur, founder of Project Haans, opened the session by addressing an issue many in the room instinctively understood: while Malaysian early childhood centres often practise integration, they are still far from achieving true inclusion. Integration simply places neurodivergent children in mainstream settings without altering routines, expectations, or systems. Inclusion, on the other hand, redesigns environments so that every child – regardless of neurotype – can participate meaningfully.
This distinction set the tone for the discussions that followed:
Ng Lai Thin, Project Lead at the National Early Childhood Intervention Council (NECIC), invited the audience to rethink the concept of inclusion from the child’s perspective. She explained that inclusion begins with something deeply personal – respecting a child’s dignity. This includes giving them choices, building predictable routines, offering sensory and emotional safety, and being present enough to co-regulate them rather than insisting that they “self-regulate” independently.
Lai Thin reminded educators that they cannot support children effectively when they are exhausted themselves. Burnout, she said gently, is real. Teachers must be allowed time to rest, reflect, and regulate – otherwise they cannot be the calm, grounding presence neurodivergent children need. “You can only pour from a full cup,” she reminded the room.
Her message resonated: inclusion is not merely a policy choice. It is an everyday practice of seeing children as human first.
Understanding Behaviour as Communication
Parents and teachers often struggle most with behavioural challenges – meltdowns, refusals, shutdowns, or seemingly defiant actions. But according to Joanna Hutt, Founder and Director of The Energy Source and The Guild School Kuala Lumpur, behaviour should never be seen as misbehaviour.
“Behaviour is communication,” she said firmly. “It is never defiance, never naughtiness. There is always a reason; stress, sensory overload, anxiety, confusion, or a communication barrier.”
Joanna emphasised that autistic empathy is not lesser; it simply looks different. Some children express care through quiet presence, practical actions, or unique relational cues. Understanding these differences requires patience and curiosity, not assumptions.
She also highlighted the importance of multi-modal communication. Many neurodivergent children struggle with expressive language, so tools like visual schedules, picture communication boards, and AAC devices should not be reserved only for non-speaking children, they should be accessible to everyone in the classroom. When alternative communication becomes normalised, no child feels singled out or “different” for needing support.
Joanna also touched on a topic that left many parents nodding in recognition: masking. She described how many neurodivergent children suppress their natural behaviours to appear “more normal”, only to return home overwhelmed and exhausted, leading to meltdowns. Masking, she explained, is harmful and unsustainable. Teachers, parents, and caregivers must work together to create environments where children feel safe enough to be themselves.
A Community Responsibility: It Takes a Village
If Joanna offered the “how”, Jayne Nadarajoo, founder of The GUILD International College and Melbourne International School, brought attention to the “why”.
For Jayne, inclusion is rooted in the rights of the child. Every child deserves to be supported in becoming the best version of themselves, not a version that fits society’s narrow expectations of what is “typical”.
She stressed that parents, teachers, specialists, and community members must work collaboratively, sharing observations and insights without judgment. “It takes a village,” she said, “because no single person can fully understand a child alone.”
Jayne also reminded preschool operators that even small changes in the learning environment can create significant improvements. A quieter corner, a longer transition time, or a simplified instruction can be the difference between overwhelm and success for a neurodivergent child.
Listening to Lived Experience
While professionals offered frameworks and strategies, neurodivergent advocate Amani Amrullah brought the lived experience many parents were waiting to hear.
She spoke honestly about growing up dyslexic, misunderstood, and often left to navigate school life alone. Despite the challenges, she found her strengths in creative fields and public speaking, a testament to how neurodivergent maturity and success develop at different timelines.
Her message to parents was one of acceptance and patience. “There is nothing wrong with being neurodivergent,” she said. “Children need support, not shame.” She encouraged early disclosure and honest conversations about neurodivergence, explaining that it helps children understand themselves and advocate for their own needs later in life.
Her reflections highlighted a core truth: neurodivergence is not a limitation. It is a different way of experiencing the world, one that requires understanding, not correction.
Navigating Malaysia’s Support System
For many families, knowing where to start is often the hardest part. Pathmanathan Nalasamy, Director of the Department of Development for Persons with Disabilities (JKM), provided clarity on this process:
1.Get an assessment from a qualified paediatrician or specialist.
A second opinion is helpful when diagnoses vary (e.g., autism vs multiple disabilities).
2. Register for the OKU card.
It opens doors to crucial support services, job placement programmes, subsidies, and community-based rehabilitation.
3. Communicate openly with teachers and therapists.
Parents should share observations, participate actively in planning, and continue reinforcement at home.
4. Advocate for inclusion in early childhood centres.
JKM continues to address preschools that still reject children with disabilities, a serious ongoing issue.
Pathma also acknowledged the systemic challenges that families continue to face, from insurance coverage cancellations to unequal access to private therapy and the overall lack of affordability that limits support for many. However, he emphasised that ongoing policy discussions with Bank Negara and industry stakeholders are underway to improve access and long-term outcomes for neurodivergent children.
A Step Toward a More Inclusive Future
After the panel, the energy of the event only grew stronger as participants explored more than 30 exhibitor booths offering therapy services, educational tools, sensory resources, training programmes, specialist centres, and social support initiatives. Workshops led by exhibitors provided practical, hands-on experiences that parents and teachers could immediately apply at home and in their classrooms. The atmosphere was warm and collaborative, parents gained clarity, teachers discovered new tools to enhance learning, and preschool operators found concrete pathways to make their centres more inclusive.
More than an educational gathering, Kiddy123’s collaboration with SEGi College Subang Jaya – supported by generous sponsors Crayola Pansing Marketing, Bintang Playhouse, and PlanToys – became a powerful reminder that inclusion is possible when a community comes together with empathy, knowledge, and purpose. As Malaysia continues moving toward genuine inclusion, one thing remains certain: every child deserves to be seen, supported, and celebrated exactly as they are.
