1. Introduction The formal involvement of the Malaysian government in special education began in 1948 with the opening of the Princess Elizabeth School for the Blind. The education of children with special educational needs (SEN) has been undertaken by community groups and faith-based institutions. Apart from this, education for these children was further improved with the establishment of the Federated School for the Deaf in 1954. It offers both academic and vocational training. During the early years of Independence, the government's main educational concern was to provide educational services. and facilities for children in mainstream classes, without neglecting the educational needs of disabled children. In 1961, the Education Act recognized that these children should receive a free but not compulsory education. Special education refers to specially designed instruction that meets the unusual needs of an exceptional student (Huefner, 2006) and may require special materials, teaching techniques, or equipment and tools. structures. These special education services cover the needs of school-age children with visual impairments, hearing impairments, learning disabilities, and remedial education. Special education programs are implemented through programs such as special schools for the blind and deaf. Furthermore, the special school program provides educational programs according to the category of students managed by the school. For example, if it is the school for the deaf, only students with this type of disability enter this school. In Malaysia, children with learning difficulties receive their special educational needs in integrated and inclusive special education programs offered in mainstream mainstream school. ..... middle of paper ...... disability (Bateman, 2007).5. Conclusion The controversial nature of special education makes it exciting and challenging. We would be concerned (and we believe people with disabilities and their families would be too) if special education professionals were suddenly in complete agreement on all important issues in the field. We should constantly strive to find better ways to provide education and related services. services for people with disabilities based on the best evidence we can obtain (Lloyd & Hallahan, 2007). In this endeavor, differences of opinion are inevitable. All children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential at school. They should also be supported to make a successful transition to adulthood, whether to the world of work or to further or higher education or training..