From Amanallah Soltani
In a classroom in Malaysia, a boy with autism sits quietly, avoiding eye contact and struggling to participate in group activities. Yet when a drum is placed in his hands, his face lights up. He begins to tap out a steady rhythm, and soon, his classmates join in.
For the first time, he feels connected to the group, not through words but through music.
As Malaysia advances its commitment to inclusive education under Budget 2026, inclusion must be understood as not only about access, but ensuring every child feels they belong and can participate meaningfully. To achieve this, we need creative approaches that go beyond textbooks and exams.
Music transcends disability and background, giving children new ways to express themselves, connect with peers, and engage in learning. Through rhythm, melody and movement, music breaks down social barriers, reduces stigma, and fosters collaboration.
It also supports memory, emotional growth and motor skills, helping children succeed on their own terms. Most importantly, music creates spaces where children with special needs are not merely present but truly included as valued members of the learning community.
To make it a true part of inclusive education, we need more than occasional singing sessions or annual concerts. What Malaysia truly needs is a structured education curriculum that integrates music into everyday learning and teaching.
The key to making such a curriculum successful is flexibility. Every child with special needs is different: by tailoring music activities to suit diverse abilities, strengths and interests, teachers can ensure every child has an opportunity to participate meaningfully.
More importantly, a structured inclusive music curriculum does not depend on expensive instruments or advanced technology. With training, teachers can transform simple, everyday musical tools into powerful resources for learning.
Budget 2026 provides a valuable opportunity for classrooms to be more inclusive by strengthening infrastructure and resources while embracing creative approaches. Policy and funding could equip schools with basic instruments and teaching materials, alongside training for teachers to integrate music into their practice.
We can look to successful examples such as The Music Man Project, a UK-based charity that trains and supports students with special needs, enabling them to perform in professional venues such as the Royal Albert Hall.
Locally, we can draw inspiration from Cikgu Stefanus Lucas, the RISE Educator Award 2025 recipient who sees potential in his students, giving them a sense of identity, pride and purpose. Working with visually and hearing-impaired students, he established a specialised music room for them with limited resources and gave them a medium through which they could express themselves confidently.
As a music educator who has worked with special-needs children, I see firsthand how research can play a vital role in shaping effective practices. By investing in research, Malaysia can generate evidence-based strategies that ensure music is not just an occasional activity but a meaningful part of inclusive education.
Partnerships between schools, universities, and community musicians could then help translate this research into practice, creating sustainable and scalable impact.
Truly, Malaysia could become a leader to inclusive education, a nation where every child, regardless of ability, is given the chance to find their voice. Sometimes, that voice begins with a simple beat of a drum.
Amanallah Soltani is a senior lecturer at the School of Education, Faculty of Social Sciences and Leisure Management, Taylor’s University.
The views expressed are those of the writer and do not necessarily reflect those of FMT.