Inclusive Education 2.0 is a practical support model for children with developmental delays during early childhood (primarily ages 3 to 6). It is designed as a specialised inclusive education system for early childhood development, where government, educational institutions, parents, and specialised agencies collaborate to maximise children's potential through early detection, support, and transition, even with limited human resources and budget.
By combining education and technology, we aim to eliminate disparities in developmental support. We introduce the practical model of TOY8, which originated in Sarawak, Malaysia.
Developmental support before the age of 6 is critical—it shapes the rest of a child's life. 90% of brain development and 40% of physical development occur by age 6.
However, in nearly all Southeast Asian countries, there are no public systems in place to assess early childhood development.
88% of parents are concerned about their child's development.
122,062 out of 448,113 Year 1 students required intervention classes due to difficulties in reading, writing, and counting.
Source: Survey of parents with children aged 2 to 5 conducted by ToyAid / Malaysia / 2021, N=450
Malaysia has introduced a “Zero Rejection Policy,” ensuring that every child has access to educational opportunities.
In practice, however, the lack of specialized personnel and unprepared school environments make the implementation of inclusion difficult in many regions.
This is not a challenge unique to Malaysia—providing adequate inclusive education often requires many specialists and substantial funding, making it particularly difficult in low-income settings or countries.
A support ecosystem built on three pillars that empower educational settings.
Based on Malaysia’s “Zero Rejection Policy,” the Ministry of Women, Childhood, and Community Wellbeing Development in Sarawak has promoted an “Open Door Policy” for early childhood education—actively encouraging the acceptance of children with developmental delays.
Fatimah Ting Binti Abdullah
Minister of Women, Childhood, and Community Wellbeing Development, Sarawak
The following challenges were observed on the ground:
Preschools: Lack of teacher skills
Support centers: Shortage of specialists
As a result, OSEIC (One-Stop Early Intervention Centre), the main developmental support center in the state capital Kuching, became a bottleneck for children with developmental delays, leaving 422 children on a long waiting list as of 2024.
In response, the state strengthened collaboration with private and expert institutions and began piloting the Inclusive Education 2.0 model. A strategy was developed around three core components:
1. Strengthened Coordination Between Preschools and Support Institutions
OSEIC conducts child selection and assessment, while AKO (the Preschool Association) coordinates preschool placement.
TOY8 provides AI-based screening and intervention tools, along with teacher training.
Experts from NECIC (National Early Childhood Intervention Council) support the field through weekly remote reviews. This created a system of collaboration across public, private, and specialist organizations.
2. Empowering the Field Through Technology
Preschool teachers gained the skills and confidence to independently support children’s development using TOY8’s AI screening tools and individualized support programs.
3. Data-Driven Policy and Monitoring
Screening data and intervention progress are visualized and reported.
These data also serve as a foundation for budget allocation and policy refinement by the Sarawak state government.
A total of 53 preschool teachers received training.
Through this, preschools built capacity to carry out developmental screenings, interventions, and inclusive education practices.
Developmental screenings were conducted for 210 students and children on the waitlist at OSEIC. Children who were eligible to transition to preschool were identified.
Strengthening coordination between support centers and preschools led to a significant reduction in the number of children on waiting lists.
OSEIC’s waiting list, which stood at 424 children in 2024, was reduced to 290 in 2025. It is projected that there will be zero children on the waitlist by early 2026.
If achieved, this will mark the first locality in Malaysia to fully realize the Zero Rejection Policy.
Teacher Feedback
“Seeing the children grow gave me confidence.”
“I hope more preschools will adopt this.”
In response to this success, the government designated the initiative as a strategic project and began expanding it across the entire state.
Sara was born with Down syndrome.
Her mother, only 21, is raising her alone—caring for Sara during the day and working part-time at night.
Their turning point came when Sara turned three: every local preschool refused her admission due to her developmental delay.
A Future With Inclusive Education
Sara is immediately accepted into a local support center without needing to wait. Her developmental support begins right away.
A Future Without Inclusive Education
The support center has a one-year waiting list. The mother, feeling anxious and isolated, has no choice but to wait.
With Support
Sara receives developmental support through AI tools and trained specialists.
Without Support
Her mother struggles with solo childcare during the day and part-time work at night, leaving her exhausted.
With Support
Sara enters primary school. She learns in the same classroom as her peers and gains confidence. Her mother secures a full-time job.
Without Support
Sara is unable to enter primary school and is placed in special education. Her mother’s employment remains unstable, and anxiety about the future persists.
“At age 6—connected to society, or left isolated.”
With Support
At age six, Sara enters a mainstream primary school. She learns alongside her friends in the same classroom and gains self-confidence. Her mother is able to secure full-time employment, bringing stability to their life.
Without Support
Sara is unable to transition to primary school and is placed in a special education track instead. Her mother’s job remains unstable, and worries about their future persist.
With support, a child’s potential can truly flourish. Inclusive Education 2.0 is a practical model that expands the possibilities available to both children and their families.
Inclusive Education 2.0 has been proven in Sarawak, Malaysia and is now informing regional policy discussions across ASEAN. To introduce this model in your community or school, the following resources are available:
1
Preparation
2
Pilot
3
Refinement
4
Scaling
All resources are available in customizable formats for implementation partners. Please contact us for details.
