Aspire Inclusive Community, Ara Damansara

Aspire Inclusive Community, located in Ara Damansara, Petaling Jaya is a special needs centre that personifies inclusive education. Founded by Michelle Ooi and Charlotte Leong in 2020, the pair decided to start their own centre after observing a gap in institutions that offer special needs education in Malaysia.

“There are many schools that focus on therapy and education. But what comes next for the child, and where do they go from there?” Michelle questions. “This is why we wanted to incorporate vocational learning in our centre, to equip our students with the necessary skills for a more employable future,” she adds. 

Aspire currently offers a balanced programme for students aged between seven to 18, covering three main areas – academics, vocational training, and elective courses – allowing students of different abilities to grow and thrive at their own pace. 

Inclusive learning: what is it? 

One of Aspire’s defining features is its inclusive learning approach. Students are placed within one environment regardless of their differences and receive equal learning opportunities. 

This means that whether a child has autism, attention deficit hyperactivity disorder (ADHD), intellectual disabilities, or global developmental delays, they will find a welcoming and supportive environment here. 

At the same time, the centre strongly believes that individuality is the greatest asset of each student, which should be valued, respected, and loved. 

Small class sizes ensure that teachers can provide personalised attention and support, focusing on each student’s strengths and areas for growth. Whether a child is working on basic literacy and numeracy or mastering office skills, the curriculum is adapted to suit an individual’s pace and learning style.

“A big part of being inclusive is working towards what the child needs and ensuring they get the kind of learning they deserve. For example, we might have a student who struggles with addition, while another struggles with the concept of time. Even though they’re in the same classroom, they are not necessarily doing the same activities. The teacher goes according to what’s required, so it’s a very individualised approach,” says Charlotte. 

According to Michelle and Charlotte, parents often have concerns about their child being around students with different special needs. “We want to help them understand that although their children may have difficulties or differences in terms of communication, one thing is for sure–at Aspire, they’re able to feel that they’re in a safe learning environment, and they can be themselves. That’s what inclusive learning is all about,” Michelle elaborates. 

Good facilities and a well-balanced curriculum 

Aspire’s centre is equipped with a suite of facilities, including an indoor playground, classrooms that come with audiovisual equipment and computers, as well as a kitchen complete with an island counter, where students can take part in cooking lessons. There is also a calming room, which provides a therapeutic space to assist students with self-calming when they feel anxious or overwhelmed. 

Physical activities are done outdoors in a designated area within the business centre’s compound, where the centre is located. 

On the academic end, the school uses the Eduseeds curriculum, which focuses on Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM).

Subjects cover languages such as Bahasa Malaysia, English, Mandarin, alongside Mathematics, science, computer science, and personal development. This curriculum also prepares pupils who wish to take the International General Certificate of Secondary Education (IGSCE). 

Electives, on the other hand, cover purposeful activities including CR8 Robotics, where students get to learn basic coding through practice and gamification, in addition to a variety of arts and crafts activities. 

The centre also crafts bespoke lesson plans for vocational skills development. From office etiquette to money management and cooking and baking skills, students gain practical skills that are directly applicable to real-world scenarios through hands-on activities, role-playing exercises, and community outings. 

Collaborative approach 

A key aspect of the school’s success lies in its collaborative partnership with families, caregivers, and therapists. Open communication ensures that the needs of each student are met effectively. 

Prior to admission, students undergo an assessment to determine their level of learning and suitability for the centre’s programmes. This usually involves a three-day trial, to see how well the child adapts to the environment and the routine, as well as how they interact with their peers. They are also assessed on their academics, such as the ability to read, write, and follow instructions. 

At the end of the trial, the centre conducts a consultation with parents to align expectations and advise them on the next course of action. “Sometimes, a full day programme (which is until 3pm) may be too much for a student, so we would suggest a half-day session instead,” Charlotte shares.

While Aspire does not offer therapy services, they work closely with therapists to ensure that they can address gaps in areas such as academics, group work, and social skills, while therapists focus on behavioural management.

Conclusion

What sets Aspire Inclusive Community apart from other schools for special needs children is its unwavering commitment to inclusivity and focus on equal learning opportunities, whether academically or vocationally.

The end goal, as Michelle and Charlotte put it, is to provide a supportive and nurturing environment—where pupils can thrive, develop confidence, independence, and a sense of purpose.