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Straits Times
13-05-2025
- General
- Straits Times
Forum: Steps taken to support students with special educational needs in mainstream schools
Forum: Steps taken to support students with special educational needs in mainstream schools We thank Forum writers Devi Subhakesan and Quek Hong Choon for their letters on supporting students with special educational needs (SEN) in mainstream schools (Move beyond token inclusion and cultivate true empathy in schools, April 22; and Do more for those with different learning needs, May 7). We are encouraged by their shared concern for ensuring all learners can thrive in our education system. The Ministry of Education (MOE) recognises that meaningful inclusion requires both structured support and a nurturing school environment. In schools, a whole-school approach is adopted to create a caring and nurturing classroom environment that supports diverse learners, including students with SEN. Through the TRANsition Support for InTegration (Transit) programme, young learners develop essential self-management skills as they begin their school journey. Other intervention programmes like Circle of Friends enable classmates with and without SEN to build bridges through empathy and action. All teachers are equipped with basic knowledge and strategies to support students with SEN as part of their pre-service training. Every school also has teachers trained in SEN, who have deeper expertise and can share effective teaching practices with their colleagues to support students with more complex needs. Beyond the support by teachers, schools have SEN officers who work closely with students who require more support through various intervention measures. MOE has increased the number of SEN officers from around 450 in 2017 to about 750 in 2024. Building an inclusive school culture is equally important. Character and Citizenship Education lessons instil students with values of empathy, sensitivity and respect towards individuals with disabilities. Primary school pupils are taught to respect and relate to these individuals in their own class or in the wider community. Students in secondary schools learn about individuals with disabilities or SEN who have overcome their personal obstacles and that everyone can contribute meaningfully to society. Through co-curricular activities, Values-in-Action projects and inter-school activities, students can interact meaningfully with their peers with SEN and advocate against stigmas and stereotyping. MOE will continue to strengthen efforts to better support students with SEN. We welcome suggestions and ideas from the public and community on how we can, together, keep society inclusive, starting from the classroom. Dayna Chia Divisional Director, Special Educational Needs Division Ministry of Education More on this Topic Forum: What readers are saying Join ST's Telegram channel and get the latest breaking news delivered to you.
Straits Times
06-05-2025
- General
- Straits Times
Forum: Do more for those with different learning needs
Forum: Do more for those with different learning needs The article 'Hear Me Out: Getting diagnosed with ADHD as an adult left me feeling angry and betrayed' (May 4) highlighted the anguish of many neurodivergent adults, children, and their parents. There have been many calls to relook the education system and class size in our schools, but another important aspect is the capability and capacity of our education system to provide a more supportive and empowering approach to students with different learning needs at all levels. As a First World country that takes pride in its education system, we cannot continue to neglect the needs and potential of neurodivergent learners with different learning needs. Our education system needs to be more enlightened and equipped to recognise these learners, and be able to better support their learning and education in schools, as not all of them need to be in special education schools. Going by global trends and statistics on the prevalence of the various learning conditions such as ADHD, mild autism spectrum disorder , dyslexia, and borderline intellectual disability, just to name a few conditions that are in our mainstream schools, the numbers would be significant enough for us to take a more concerted effort to do better. Imagine the mental health effect, number of lives impacted, and the potential lost in Singapore, where people are our only resource, if we do not adequately plug this gap. Quek Hong Choon More on this Topic Forum: What readers are saying Join ST's Telegram channel and get the latest breaking news delivered to you.
