A: As of July 2026, about 17,000 children with disabilities (OKU) across various categories, aged below six, were registered with the Social Welfare Department (JKM). Of this number, about 13,500 were in the learning disability category, including children with autism, attention-deficit hyperactivity disorder (ADHD), Down syndrome, and dyslexia. Despite the sizeable number, there are only 11 JKM-registered specialised childcare centres (Taska OKU) for children with disabilities nationwide, including three for children with Down syndrome and six catering to children with ADHD/autism.
According to BERNAMA News Agency, the limited availability of Taska OKU has forced many parents of children with special needs to take a 'learn-as-you-go' approach to ensure their children receive the best possible care and support to prepare them for adulthood.
Mohd Amin Azuwar and his wife have a four-year-old daughter and a six-month-old son. Both children have Down syndrome. Initially, they had to learn on their own how to care for their special-needs children. "The biggest challenge for us is not our children, but the system. Once a child is diagnosed (with a disability), parents have to figure out everything on their own - where to go next, what early intervention means, and who can help," Mohd Amin, 38, told Bernama. He had to quit his job as a data analyst after his daughter was born to focus on caring for her. He now works in AI development, a field that offers greater flexibility in terms of working arrangements. His wife is a teacher.
Mohd Amin said his experience in caring for his daughter helped him manage his second child more effectively. His daughter was eventually enrolled in Taska Anak Istimewa Sindrom Down (ANISD) - of which he is the chairman - in Putrajaya, where he lives with his family. (ANISD is among the 11 Taska OKU registered with JKM. The other two centres specifically for children with Down syndrome are located in Kubang Kerian, Kelantan; and Kota Kinabalu, Sabah.)
Pointing to the need to establish more Taska OKU nationwide, Mohd Amin shared the story of a family that decided to move from Penang to Putrajaya to ensure their child could attend ANISD. "This is not an extraordinary story, but it reflects just how limited the choices are. No parent would willingly leave their job, family, and hometown if comparable services were available near their home. They are willing to make such sacrifices because they know that this critical period of their child's development will not come again. If they miss out on the first five years, that opportunity is lost forever. So, for them, the sacrifice is worthwhile," he said.
On the best approach the government could take to raise parents' awareness of special childcare services once their children are diagnosed as having special needs, Norashikin recommended strengthening the national referral system to make it more structured and systematic. "Once a child is identified as having a disability, parents should be provided with comprehensive information on specialised childcare centres registered with JKM, early intervention centres, financial assistance, as well as support services provided by the government and relevant agencies. With clear information from the outset, parents can make faster and more informed decisions to ensure their children achieve optimal development," she said, adding that institutions such as hospitals and health clinics could also play a role in this regard.
Meanwhile, Universiti Pendidikan Sultan Idris (UPSI) Faculty of Human Development lecturer Dr Hasrul Hosshan said the age limit for placing children with disabilities in Taska OKU should be extended to six years, given that this period represents a critical phase of brain development. He said early intervention could have a significant impact on children's language, communication, behavioural, social, and self-help skills, adding that extending the age limit would also ensure that children who still require support are not left behind before entering school. "The benefits include improving school readiness, particularly in terms of their communication, social, learning, and self-management skills. This would help children enter preschool or Year One with greater confidence and ability, while reducing their reliance on intensive intervention in the future," he said.