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EMBARGOED UNTIL 1PM on 4 JULY 2016 1 Less than half of parents of children with special needs surveyed felt their kids in preschools were adequately supported by teachers, curriculum & facilities Part Two of Lien Foundation’s Inclusive Attitudes survey polled parents of children with special needs for their views on inclusion with regard to children with special needs and education. Less than a third (28%) of them saw Singapore as an inclusive society. The majority (77%) support inclusive education 1 & only more than half of them felt their service needs in transportation (58%), medical and dental (55%) & childcare (54%) were being met 4 July 2016 1. While parents of children with special needs did not differ much from the public (30%) in their perception of Singapore as an inclusive society, they voiced their desire for greater support from the government, society and education system. This comes at a time when the next Enabling Masterplan is being deliberated to set policies, programmes, services and support for people with disabilities in Singapore. 2. Commissioned by the Lien Foundation and conducted by Blackbox Research with the assistance of 20 Special Education (SPED) schools and EIPIC Centres, Part Two of the Inclusive Attitudes Survey offer insights into the challenges faced by parents of children with special needs and their views on how to make Singapore more inclusive. From January to May 2016, 835 parents with children with special needs of age 9 years and below were polled. 3. The results of Part 1 and 2 of the survey highlight the urgency to move Singapore from tolerance to greater acceptance, and active inclusion of children with special needs and their families. To achieve this, we need greater public education and awareness of this issue, a 1 Inclusive education in the survey is defined as an approach to education where: - All children are valued equally and have equal opportunities to participate meaningfully in class activities, regardless - All children are valued equally and have equal opportunities to participate meaningfully in class activities, regardless of their needs; - The culture, curriculum and environment of the school responses to the diversity of children’s needs, with the best interests of the child as the primary consideration. Dignity and the freedom to make one’s choices during the learning process are valued over convenience and speed; - Inclusion in school is recognised as an important aspect of greater inclusion in society.

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Page 1: Less than half of parents of children with special needs ...lienfoundation.org/sites/default/files/Inclusive...Less than a third (28%) of them saw Singapore as an inclusive society

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Lessthanhalfofparentsofchildrenwithspecialneedssurveyedfelttheirkidsinpreschoolswereadequatelysupportedbyteachers,curriculum&facilitiesPartTwoofLienFoundation’sInclusiveAttitudessurveypolledparentsofchildrenwithspecialneedsfortheirviewsoninclusionwithregardtochildrenwithspecialneedsandeducation.Lessthanathird(28%)ofthemsawSingaporeasaninclusivesociety.Themajority(77%)supportinclusiveeducation1&onlymorethanhalfofthemfelttheirserviceneedsintransportation(58%),medicalanddental(55%)&childcare(54%)werebeingmet4July20161. Whileparentsofchildrenwithspecialneedsdidnotdiffermuchfromthepublic(30%)intheir

perceptionofSingaporeasaninclusivesociety,theyvoicedtheirdesireforgreatersupport

fromthegovernment,societyandeducationsystem.Thiscomesatatimewhenthenext

EnablingMasterplanisbeingdeliberatedtosetpolicies,programmes,servicesandsupportfor

peoplewithdisabilitiesinSingapore.

2. CommissionedbytheLienFoundationandconductedbyBlackboxResearchwiththeassistance

of20SpecialEducation(SPED)schoolsandEIPICCentres,PartTwooftheInclusiveAttitudes

Surveyofferinsightsintothechallengesfacedbyparentsofchildrenwithspecialneedsand

theirviewsonhowtomakeSingaporemoreinclusive.FromJanuarytoMay2016,835parents

withchildrenwithspecialneedsofage9yearsandbelowwerepolled.

3. TheresultsofPart1and2ofthesurveyhighlighttheurgencytomoveSingaporefrom

tolerancetogreateracceptance,andactiveinclusionofchildrenwithspecialneedsandtheir

families.Toachievethis,weneedgreaterpubliceducationandawarenessofthisissue,a

1 Inclusiveeducationinthesurveyisdefinedas anapproachtoeducationwhere:- Allchildrenarevaluedequallyandhaveequalopportunitiestoparticipatemeaningfullyinclassactivities,regardless- Allchildrenarevaluedequallyandhaveequalopportunitiestoparticipatemeaningfullyinclassactivities,regardless

oftheirneeds;- Theculture,curriculumandenvironmentoftheschoolresponsestothediversityofchildren’sneeds,withthebest

interestsofthechildastheprimaryconsideration.Dignityandthefreedomtomakeone’schoicesduringthelearningprocessarevaluedoverconvenienceandspeed;

- Inclusioninschoolisrecognisedasanimportantaspectofgreaterinclusioninsociety.

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strongersystemofsupportforchildrenwithspecialneedsandtheirfamiliesacrossdifferent

levelsofoursociety,andlawsthatprotectandadvancetheinterestofchildrenwithspecial

needs.

Obligations&Aspirations

4. In2013,SingaporeratifiedtheUnitedNationsConventionontheRightsofPersonswith

Disabilities2,whereArticle24(UnitedNations,2006)guaranteestherightofpersonswith

disabilitiestoaninclusiveeducationsystematalllevels.Signatorycountriescommitto

providing“effectiveindividualizedsupportmeasuresinenvironmentsthatmaximizeacademic

andsocialdevelopment,consistentwiththegoaloffullinclusion”.Presently,thereisno

statutorysupportensuringchildrenwithspecialneedshaveaccesstoaninclusiveeducationat

alllevels.

5. “Tofulfillnationalobligationsandparentalaspirations,oursocietyneedstoworktogetherto

preventsegregationandpromoteinclusionwithintheeducationsystem,”saidMrLeePohWah,

CEOofLienFoundation.“Thechallengeismakingparticipationpossibleforall,witha

competenteducationsystemmeetingtheneedsofallchildren,offeringrealchoicesand

confidencetoparents.”Headded,“Theroadtoinclusioncontinuestobeworkinprogress,for

weneedtoconfrontanybiasesholdingusback.AninclusiveSingaporeiswhereallchildren,

includingthosewithspecialneeds,havetheopportunitytorealisetheirpotential,andso

affirmsthenationalvisionofprovidingAGoodStartforEveryChild3.”Inthissurvey,parentsof

childrenwithspecialneedsgivevoicetothegapsandopportunitiesinourjourneytoinclusion.

Parentsreportinadequatesupportinpreschools

6. Abouthalfoftheparentssurveyedhadchildrenstudyinginpreschools.46%oftheseparents

encountereddifficultieswhenenrollingtheirchildreninpreschools.Morethanhalfofthem

(54%)observedthatschoolswereunwillingtotaketheirchildbecauseoftheirspecialneeds,

andabouthalf(54%)encounteredinexperiencedoruntrainedteachers/staff.Morethana

third(37%)indicatedthattheschoolhadnoaccesstoprofessionalstosupporttheirchild.

“Findingakindergartenforaspecialneedschild…Longwaitingtimeandhostileassessmentbythekindergartensareoftenexperiencedwithnochanceofgettinganenrolmentatall”-SurveyRespondent

7. Moreneedstobedonetoimprovepreschooleducationforchildrenwithspecialneeds.Of

thoseparentswhosechildrenwithspecialneedswereinpreschools,justabouthalf(55%)were 2http://www.un.org/disabilities/convention/conventionfull.shtml3https://www.ecda.gov.sg/pages/aboutus.aspx

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satisfiedwiththeirchild’seducation.Lessthanhalfoftheseparentsfelttheirkidsinpreschools

wereadequatelysupportedbytheteachers,curriculumandschoolfacilities.

8. Theysharedconcernsabouttheadequacyoftheteachers.Lessthanhalf(46%)agreethatthe

teachersprovidetheirchildwiththeneededattention,andjustaboutathird(34%)feltthatthe

teachersinpreschoolsaresufficientlytrainedtosupporttheirchild’sneeds.

“MOE schoolsarenot ready toaccept these children into the system.Teachersarenottrained and tend to treat these children as troublesome. Not enoughsupport is beinggiven to the teachers to support the children. Even AEDs (Allied Educators) arenotadequatelytrained.ParentsaregenerallyworriedaboutthetransitionfromK2toP1.Pathlight(longwaitingqueue)ormainstream(willthechildbeostracised?)ordeferment(tillwhen)?ToomanyuncertaintiesforSpecialNeedsChildren.”-SurveyRespondent

9. Only32%ofparentswhosechildrenareinpreschoolsthinkthatthecurriculumofferedby

preschoolsissuitableforchildrenwithspecialneeds.Oneoutofthreeparents(33%)indicated

thatpreschoolsareequippedwiththerightfacilitiestomeettheirchildren’sneeds.

Separatedbyeducation

10. Theparents’feedbackoninadequatesupportinpreschoolsunderscoreshowthecurrent

systemisskewedtowardsthemainstream.Thiscouldalsoexplainwhy77%ofparentspolled

supporttheideaofinclusiveeducation.Aninclusiveeducationisdesignedtocatertheneedsof

childrenwithspecialneeds,aswellasthoseoftypicallydevelopingchildren.Presently,achasm

existsbetweenthesetwogroupsofchildrenasinterventionprogrammesarelargelyseparated

fromeducation.Today,anestimated2,600childrenwithmoderateandseverespecialneeds

receiveinterventionatEIPICcentres.Itisestimatedthatabout1,800or70%ofthemdonot

attendpreschoolduetotheseverityoftheirneedsandthelackofreadinessofpreschools.

11. “Weneedtoequipearlychildhoodeducatorswithdeeperandbroaderknowledgeofchildren

withspecialneeds-howtheycanbeengagedandlearnbest,"saidMsSallyKwek,aparentofa

childwithspecialneedsandFoundingEditor,SpecialSeeds.“Ourcurrentsystemtendstokeep

suchknow-howwithinthespecialeducationandalliedhealthspecialists.Tostopthistrendand

improveinclusion,allearlychildhoodpersonnelshouldbearmedwithsuchtraining.”

Gapinkeyservices

12. Besidestheneedforarobustsystemofsupportineducation,thesurveyindicatedtheweak

physicalinfrastructureandenvironmentfacedbyparentsofchildrenwithspecialneeds.Just

abouthalfofrespondentsfelttheirkeyserviceneedswerebeingmet-transportation(58%),

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medicalanddental(55%)andchildcare(54%).Thegapinkeyservicescompoundsthemany

challengesfacedtheseparents.

“(For) workingparents with special needschild, there is no additionalchildcare leaveforemergency. I need to knowthe place before I bringmy childwith special needs outbecausemany spotsdonotletme topushawheelchairaround.Fees for specialneedschildren’seducationandtransportationareexpensive.Ifmychildtakestheschoolbus,Ineedtopayfortwopassengersasmyhelperisneededtoassisthimonthebus.“–SurveyRespondent

Multiplechallengesfromdifferentfronts

13. Accordingtothesurvey,theburdenofcareofchildrenwithspecialneedsfallsmostlyon

mothers,withtwoinfivefamilieshavingaparentquitworktolookaftertheirchild.Nextto

parents(61%),domestichelpers(16%)werecitedasprimarycaregiversofchildrenwithspecial

needs,followedbygrandparents(13%).

14. Parentsofchildrenwithspecialneedsstruggledtofindinformationonwhattodoaftertheir

child’sdiagnosis.Onlyslightlymorethanhalfofthosesurveyedwereawareofwhotocontact

andwhattodoabouttheirquestionsandconcerns.Oneintwoparentswereabletofindand

useavailableservicesandprogrammes.

15. Thestrainsofcaregivingshowupintheparents’responsestothequestionontheirlevelof

satisfactionwiththeirrelationshipsandlife.Comparedtothegeneralpublic,theirsatisfaction

levelforrelationshipsandlifewas10%and16%lowerrespectively.Financeswereanotherkey

areaofconcern.

Wishforgreaterfinancialsupport

16. DespiteincreasedsubsidiesfortheEIPICprogrammeof$32millionin20144andpublic

expenditureof$145milliononSPEDSchoolsin20155,43%oftheparentssurveyedwishedfor

morefinancialsupportfromthegovernment.Nearly60%ofrespondentswithhousehold

incomeof$7,000to$9,900feltthisway.

“Weparentsofthesespecialneedschildrenwouldliketoprovidethesameopportunitiesnormalkidshave.Itisalsounfortunatethatonceyourkidsarelabeledas"specialneeds",thingsstartstogetmoreexpensive.E.gSchoolfeesfornormalkidsareheavilysubsidizedbyMOE.ButhereIampayinghundredsofdollarsamonthtoputtheminspecialschool.Swimminglessonsfornormalkidscostaround$40-$50amonthbutIpay$300amonthforaswimminginstructor.Andlet’snottalkaboutschoolbusfees,therapylessonsetc…

4http://www.straitstimes.com/singapore/singapore-budget-2014-over-50000-special-needs-children-and-those-with-disabilities-to-get5 http://www.singaporebudget.gov.sg/data/budget_2015/download/27%20MOE%202015.pdf

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Itisthegroupofparentswithspecialneedschildrenwhoneedmorefinancialassistanceasmostofthelessons,feesetc.aresoexpensive.Sowhenparentscannotaffordit,theywill stop providing these to the special kids (who probably need it more than normalchildren).”–SurveyRespondent

Educatingthepublic

17. Asparentsofchildrenwithspecialneedstrytocopewiththesystem,theyalsojugglean

emotionalrollercoastersocially.Oneinthreeparentspolledhaveheardinsensitiveremarks

beingdirectedattheirchildbyadults.Almosthalfofthechildrenwithspecialneedsdonot

havetypicallydevelopingfriends.

“Specialneedschildrenaretreatedlike'disease'kidsinsituationsIhaveseenpersonally.Thepublicneedstobemoreawareandtolerantaboutsuchkids.”-SurveyRespondent“Theydonotknowhowtoengagethespecialneedscommunity.Startyoungbyopeningup the public sector schools to the special needs community. Teach the young how toengagethisgroup.”-SurveyRespondent

18. Publiceducationeffortscanimproveunderstandingofchildrenwithspecialneedsandtheir

disabilities,teachadultsandchildrenhowtorelateandconnectwithchildrenwithspecial

needsandpromoteinteractions.Withgreaterunderstandingandacceptancefromsociety,

childrenwithspecialneedswillbeencouragedtoexpandtheircirclesociallyandinthe

community.

Timeoutsideclassroomlessthanideal

19. Accordingtothesurvey,fouroutof10parentsofchildrenwithspecialneedsthinktheir

childrenarespendingtoolittletimeoutsideofschoolandinthecommunitydoingthethings

theylike.Thelibrary,cinemaandmuseum/placeofattractionemergedastheleastvisited

placesonthelistofpublicspacesfrequentedbychildrenwithspecialneeds.

20. Closetohalfoftherespondents(47%)citeddifficultyincontrollingtheirchildasthereasonfor

notbeingabletospendmoretimeinpublicandcommunityspaces.Otherfactorsinclude

havingproblemsmovingaround(41%)andbeingjudgediftheyareunabletocontroltheirchild

(31%),aswellascost(28%).

“Educate all service providers and families not to be judgmental about special needspatrons.Theyhavefeelingstoo.”-SurveyRespondent“If lesspeopleunderstandthekidsandparents,wewillbecoopedupinourhomesandhaveaphobiaofgoingoutduetothestares.”–SurveyRespondent

21. DrKennethPoon,ResearcherandClinicalPsychologistobserved,"Whatparentsinthisstudy

havehighlightedisconsistentwiththebroaderfindingsthatparentswhohavemoreaccessto

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thecommunityalsoreportlesssymptomsofpsychologicaldistress.Theyhighlightedtheneed

for'hardware'whichincludesphysicalinfrastructuresuchasrampsandtheavailabilityof

accessiblepublictransportation,'software'ortrainingofstaffmembersofcommunityspaces

andofpreschools,and'heartware'whichrefertotheinclusiveattitudesamongthegeneral

publicandprofessionals.”

Stayingoptimisticdespiteitall

22. Despitethedangersofsocialisolationandmultiplechallengesfaced,parentsofchildrenwith

specialneedsaremoreoptimisticthanthegeneralpublicwithregardstosociety’sinteractions

withtheirchildren.Joy,insteadoffear,wasamongstthedominantemotionsnotedbythese

parentswhenadultsinteractwiththeirchildren.Comparedtothegeneralpublic(65%),less

thanathird(27%)ofparentsofchildrenwithspecialneedsfelttheirchildrenwereatriskof

bullyingbyotherchildren.

Rightstocompulsoryeducation

23. However,themajorityofparentsofchildrenwithspecialneeds(72%)thinknewlawsare

necessarytobetterpromotetherightsofchildrenwithspecialneeds,andhalfofthemare

awareoftherightsrelatedtotheirchild’sspecialneeds.

24. Someparentsinthesurveysuggestedinstitutinglawstoprotectandadvancetheinterestsof

childrenwithspecialneeds.Forinstance,compulsoryeducationcanprotectthosefrom

disadvantagedordysfunctionalhomeswhereparentsareunabletohelpthechildwithspecial

needsachievehisorherpotentialorfunctioninglevel.

“So that specialneeds childrenwill notbediscriminatedby societyand treatedequallyjustlikeanyotherchild.”-SurveyRespondent

Lawstoprotect

25. Theurgeforequalityisanareawherelawscouldmakeadifference.Presently,childrenwith

specialneedsinSingaporeareexemptedfromcompulsoryeducation6eventhoughSingapore

hasratifiedtheUNConventionontheRightsofPersonswithDisabilities,whichprovidesfor

inclusiveeducation.The2012-2016EnablingMasterplanhadcalledfortheMinistryof

Educationtomakeeducationforchildrenwithspecialneedscompulsoryby2016.7Thiswould

6https://www.moe.gov.sg/education/education-system/compulsory-education7https://app.msf.gov.sg/Portals/0/Topic/Issues/EDGD/Enabling%20Masterplan%202012-2016%20Report%20(8%20Mar).pdf

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setabaselineofaccesstoeducationforthesechildrenandensureacommitmenttotheir

educationneeds.Todate,therehasyettobeanyupdateontherecommendation.

26. “SingaporeisanexceptionamongthetopPISA-rankedcountriesofHongKong,SouthKorea,

Japan,TaiwanandFinlandbecauseunlikethem,wehaveyettointroducelawstosupport

inclusionineducation,”saidMrLee.(seeAnnexA)“Intheirquestforexcellence,thesetop

performersseektomeettheneedsofallchildren.Wecandolikewise-startingwithchange

fromwithin–byadoptingnewmindsetstowardsinclusiontoachievenewpossibilities.”

AWWA’sKindleGarden,Singapore’sfirstinclusivepreschool,isanexampleofhowinclusive

educationismakingheadwayandgainingacceptancewithparentsoftypicallydeveloping

childrenandthosewithspecialneeds.

Inclusion:Access&opportunitiesforall

27. However,thejourneyofinclusionhastocontinueintomainstreamprimaryschoolsand

especiallytransitionintoPrimaryOne.Theprimaryschoolcurriculumisdesignedfortypically

developingchildren,sochildrenwithspecialneedshavelittlechoicebuttofitintothestructure.

Ratherthanfitsquarepegsintoroundholes,aninclusiveeducationcanbemorebeneficial.

StudiesinbothOECDandnon-OECDcountriesindicatedthatstudentswithdisabilitiesachieve

betterschoolresultsininclusivesettings.8IntheU.S,itisestimatedthat80-85%ofchildren

withspecialneedscanmeetthesamestandardsastheirtypicallydevelopingpeersifgiventhe

rightsupport.9

28. Soifmainstreamschoolsweretokeepamandatorynumberofplacesforchildrenwithspecial

needs,thiscouldeffectivelybeginaprocessofactiveinclusion.Althoughmainstreameducation

maynotsuitallchildrenwithspecialneeds,theopportunityofcompulsoryaccessgivesthem

equalchancesforeducationthatempowertheirlifechancesandboosttheirabilityto

participatemorefullyinthecommunity.However,integration“shouldnotbedoneatallcosts”,

accordingtotheDisabledPeople’sAssociation(DPA).Itbelievesthat”inthefuturetherecanbe

anintegratededucationsysteminwhichspecialeducationschoolsareinsomewayincludedin

thenationaleducationsystem,ratherthanexistingsomewhereinbetweenthatsystemandthe

voluntarywelfaresector.”10

29. Thecommunitymustalsobereadyforinclusion.Greaterpublicawarenessandeducationabout 8EnsuringAccesstoAll,http://unesdoc.unesco.org/images/0014/001402/140224e.pdf9http://www.cehd.umn.edu/nceo/onlinepubs/Martha_Thurlow-Meeting_the_Needs_of_Special_Education_Students.pdf10http://www.dpa.org.sg/wp-content/uploads/2015/06/Singapore-and-UN-CRPD.pdf,page30

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childrenwithspecialneedscanbreakthroughwallsofdiscomforttopromotegreater

understanding.However,thesupportsystemandeducationforchildrenwithspecialneeds

mustalsogearupincapacityandcapabilitiesandatvariouslevelsofsociety.Forwhenthese

factorsarecombinedwithlawsthatprotectandadvancetheirinterests,theywillgiveeach

childastrongandgoodstartregardlessoftheirspecialneeds.

AnnexA-InclusiveEducation:AComparisonAnnexB-Views&suggestionsfromparentssurveyed

~0o0~AbouttheLienFoundation www.lienfoundation.orgTheLienFoundationisaSingaporephilanthropichousenotedforitsmodelofradicalphilanthropy.Itbreaksnewgroundbyinvestingininnovativesolutions,conveningstrategicpartnershipsandcatalysingactiononsocialandenvironmentalchallenges.TheFoundationseekstofosterexemplaryearlychildhoodeducation,excellenceineldercareandeffectiveenvironmentalsustainabilityinwaterandsanitation.Intheareaofearlychildhoodeducation,theFoundationaimstocreateabetterplayingfieldbystrengtheningcapacityinthisareaandopeningupopportunitiesfordisadvantagedpreschoolers.Toadvocategreateraccesstoqualityearlychildhoodeducation,theFoundationcommissionedastudy,VitalVoicesforVitalYears,thatexaminedleaders’viewsonimprovingSingapore’spreschoolsector.InJune2012,theLienFoundationreleasedaglobalbenchmarkstudycalledStartingWellthatranked45countriesontheirprovisionofpreschooleducation.TheuseofI.TformsakeystrategyintheFoundation’seffortstoincreaseefficienciesandenhanceprofessionalisminthepreschoolsector.TheFoundationchampionedacommunity-basedmodelofcarewherespecialistsgointomainstreampreschoolstohelpchildrenwithlearningdifficulties.Itssuccesshasinspiredascaled-upnationalversioninSingapore.Initspushforinclusivityineducation,theFoundationsetupSingapore’sfirstinclusivepreschool,KindleGarden,withAWWA.Toimproveoutcomesfordisadvantagedpreschoolers,theFoundationspearheadedCircleofCare,achild-centricmodelofcarewhereteachers,socialworkersandtherapistslookafterthechildren’sholisticdevelopmentandtheneedsoftheirfamiliesinanintegratedway.MediacontactsJoanneLee QerenCommunications [email protected] +6590027696GenevieveKuek QerenCommunications [email protected] +6597633110

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ANNEXA INCLUSIVEEDUCATION–ACOMPARISON

1 InclusiveEducationinSingapore

There are currently 20 SPED schools in Singapore run by 13 Voluntary Welfare

OrganisationsthatreceivefundingfromMOEandNCSS,andsixprivateSPEDschools.

Children with special needs are currently exempted from compulsory education1.

Interventionprogrammesaredeliveredseparatelyfrommainstreameducation.

In 2013, Singapore ratified the UN Convention on the Rights of Persons with

Disabilities(UNCRPD)that“looksatwhatcanbedonetomakesurethatpersonswith

disabilities can have access to rights as everybody else”.2Article 24 of the UNCRPD

dealswiththerighttoinclusiveeducationandprovidesthatchildrenwithdisabilities

shouldbeabletoparticipateinthegeneraleducationsystem,andthatchildrenwith

disabilitiesshouldbeeducatedinmainstreamschools3.

Singapore’s Enabling Masterplan 2012-2016 supported the principle of extending

compulsoryeducationtoincludechildrenwithspecialneedsasthecommitteewasof

the view that compulsory education would “promote inclusiveness and ensure that

resources are adequately available for children with special needs”. They

recommended “implications of including children with special needs within the

CompulsoryEducationActbe studiedandaddressedwith theaimof including them

undertheActby2016.”4

1https://www.moe.gov.sg/education/education-system/compulsory-education

2https://app.msf.gov.sg/Press-Room/Singapore-Ratifies-UNCRPD

3http://www.includ-ed.eu/sites/default/files/documents/de_beco_nqhr_32.3.pdf

4https://app.msf.gov.sg/Portals/0/Topic/Issues/EDGD/Enabling%20Masterplan%202012-

2016%20Report%20(8%20Mar).pdf

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2 InclusiveEducation:HowdoesSingaporecompare?

Somecountrieswhereinclusionissupportedbylegislation(listedbyPISA20125

ranking):

HongKongPISA2012-#2

InHongKong,childrenagedsixorabovewithspecialeducational

needsenjoyfreeanduniversalbasiceducation6.Currentlyabout80%

ofstudentswithvarioustypesofspecialeducationalneedsare

studyinginregularschools.In2001,theEducationBureau

establishedaWholeSchoolApproachtoIntegratedEducation(WSA)

fortheeducationofspecialneedschildrentofulfilitsobligations

undertheUnitedNationsConventiononRightsoftheChildandthe

ConventionontheRightsofPersonswithDisabilities.

In2008,theBureaulaunchedafive-yearprogrammetotrainteachers

andstrengthentheircapacityincateringforstudentswithspecial

educationalneeds(SEN)inregularschools7.Childrenwithmore

severeormultipledisabilitiesareplacedinspecialschoolsfor

intensivesupport8.

In2011/12,all460publicprimaryand400publicsecondaryschoolsin

HongKongwererequestedtoadoptawhole-of-school-approachto

supportstudentswithspecialeducationalneeds,includingthosewith

mildintellectual,physicalorsensorydisabilities.

SouthKoreaPISA2012-#3

TheSpecialEducationPromotionAct(SEPA)in1977anditsre-

authorisationin1997laidthefoundationforreformsinspecial

educationwhichplacedstudentswithdisabilitiesinregular

classrooms9

5http://www.bbc.com/news/business-32608772

6http://www.edb.gov.hk/en/about-edb/policy/special/

7https://www.hkiednews.edu.hk/en/content/index.do%3bjsessionid=A08ADF33899BFE053C1A13E9D88B2620?con

tentCode=13632523515498http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html

9https://repository.nie.edu.sg/bitstream/10497/13722/1/APJE-31-2-143_a.pdf

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JapanPISA2012–joint

#4

Statutoryprovisionsregardingspecialeducationwereenactedsince

1979.Allchildrenfromtheageofsixyearsareincludedincompulsory

education.Tosupportinclusiveeducation,Japanstarteda

programmetostrengthenthesupportsysteminregularschoolsin

2005.

Since2007,theLocalEducationBoardislegallyobligedtoaskthe

parents’opinionfortheplacementofchildren10.Dependingonthe

needsofthechild,specialneedseducationisprovidedbothinspecial

classeswithinmainstreamschoolsandwithinregularclasses.Inmore

extremecases,specialist"SchoolsforSpecialNeedsEducation"are

available.11

TaiwanPISA2012–joint

#4

Taiwanhasacomprehensivelegalframework(e.g.SpecialEducation

Act,PeoplewithDisabilitiesRightsProtectionAct)fortheeducation

ofstudentswithSENthatemphasiseeliminationofdiscrimination,

earlyidentification/interventionandappropriateeducationfor

studentswithSEN.AnIndividualisedEducationPlan(IEP)is

compulsoryforallSENstudents.Eachyear,theTaiwangovernment

allocatesnotlessthan4.5%ofitsbudgetedexpenditureoneducation

tospecialeducation12.

FinlandPISA2012-#6

TherearestatutesthatguaranteeeveryoneresidinginFinlandthe

righttofreebasiceducation.Basiceducationisalsocompulsory.The

FinnishEducationActsaysthateverystudenthasarighttobe

supportedinlearningandinpersonaldevelopment,andthatevery

studenthasarighttogetspecialneedseducationandstudentwelfare

supportifneeded.Onlylessthan2%ofchildrenarestudyingin

specialschoolsfordisabledchildren.Accordingtothecurrent

legislation,teachingandsupportisdoneinmainstreameducation,

exceptincaseswhereschoolinginaseparategroupbettersupports

thechild’sdevelopment13.

10Japan,RegionalPreparatoryWorkshoponInclusiveEducation,EastAsia,

2007,http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/hangzhou_07/japan_inclusio

n_07.pdf11https://www.angloinfo.com/japan/how-to/page/japan-family-schooling-education-special-needs-

education#sthash.cr0Axrdx.dpuf12http://www.legco.gov.hk/research-publications/english/1314in15-legislation-on-inclusive-education-in-taiwan-

the-united-kingdom-and-the-united-states-20140417-e.pdf13http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/sinaia_07/finland_inclusion_07.

pdf

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Australia(PISA2012-

#14)

TheDisabilityStandardsforEducation2005outlineslegalobligations

foreducationunderAustralia’snationalDisabilityDiscriminationAct

1992(DDA).Theselegalobligationsincludeensuringtherightofevery

childwhoexperiencesdisabilitytoeducationonthesamebasisasany

childnotlabelleddisabled.Aresource,titled‘Planningfor

PersonalisedLearningandSupport:ANationalResource’wascreated

tosupporttheDisabilityStandardsforEducation2005andits

implementationinschools14.

UK(PISA2012-

#20)

The2001SpecialEducationalNeeds&DisabilityActstatesthat:“…

whereparentswantamainstreameducationfortheirchildeverything

possibleshouldbedonetoprovideit.”15TheUKalsohasastatutory

frameworkforinclusionandastatutoryguidancethatprovides

practicaladviceonhowtoofferinclusiveeducationforchildrenwith

specialneedsinmainstreamschools16.

USA(PISA2012-

#28)

TheIndividualswithDisabilitiesEducationAct(IDEA)isafederallaw

thatensuresstudentswithdisabilitiesareprovidedwithFree

AppropriatePublicEducation(FAPE)tailoredtotheirindividualneeds.

ItwaspreviouslyknownastheEducationforAllHandicapped

ChildrenAct(EHA)from1975to199017.IDEA,togetherwiththeNo

ChildLeftBehind(NCLB)Actof2001entitlesallstudentstobe

includedinthegeneraleducationclassroomtothegreatestextent

possible18.

China

“LearninginRegularClassrooms”–anationalmovementoninclusive

educationmadeeducationcompulsoryforchildrenwithdisabilities

since199419

14https://www.education.gov.au/disability-standards-education

15https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/283623/inclusive_schooling_chi

ldren_with_special_educational_needs.pdf16https://www.gov.uk/government/publications/inclusive-schooling-children-with-special-educational-needs

17https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/how-idea-

protects-you-and-your-child18http://www.irma-international.org/viewtitle/55460/

19https://repository.nie.edu.sg/bitstream/10497/13722/1/APJE-31-2-143_a.pdf

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AnnexB–Views&suggestionsfromparentssurveyed(verbatimquotes)

A. HowcanweimproveinclusioninSingapore?

Awareness/Education

1. “TheSingaporegovernmenthasprovidedmanyfacilitiesandhealthassistanceforpeople

withspecialneedsbutIfeelthatmorepublicawarenessneedstobegenerated

(preferablystartingfromschool)aboutthewidevarietiesofspecialneedsasnowmost

Singaporeansareonlyawareofpeoplewithvisiblephysicaldisabilities,sotheymisjudge

thosewithmildphysicaldisabilitiesormentaldisabilities.Idobelieveinclusivenessstarts

fromawarenessandafterthattherewillbeacceptance.”

2. “Thegeneralpublicneedstohavemoreawarenessandeducationaboutspecialneeds

childrenandtheirbehaviour.Currently,thepublicdoesnotknowmuchandtheydonot

knowhowtohandleorinteractwithspecialchildren.”

3. “Singaporeansingenerallikeotherstoperceivethemasgraciouspeople.Sotheywon't

vocallyrejectandobjecttosharepublicspaceswithspecialneedspeople.However,they

willavoidengagingthembecausetheydonotknowhowtoproperlyengagethem.Public

educationthroughmassmediausingreal-liferolemodelsinteractingwithspecialneeds

peoplewillhelppromoteawarenessandknowledge.”

InclusiveEducation

4. “IwouldlovetoseeaninclusiveeducationalsysteminSingapore.Forexample,inHong

Kong,theyhaveschoolsthatarebilingualandbicultural.Bothhearinganddeafchildren

attendschooltogetherandlearnEnglishandsignlanguagetogether.Whatanamazing

impactthiswillhaveonboththedeafandhearingchildrenintheschool.Theywill

definitelylearnfromyoungtoacceptchildrenwithspecialneedsandlikewise,thedeaf

childrenwillfeelacceptedfromyoung.Thisisideal.”

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5. “MOEshouldlookintobuildingmoreinclusiveschools,i.e.PathlightSchoolwithineach

school.”

6. “Singaporehasdonewellbyprovidingearlyinterventioncentresbutthewaitingtimeis

toolongastherearenotenough.Also,Ihopemainstreamschoolswouldbemore

supportiveofspecialneedskids.Thiswouldgreatlyhelpthekidstointegratewithothers,

especiallykidswithmildspecialneeds.”

7. “Inclusioninschoolresultsingreaterinclusioninsociety.Aschildrenareexposedtopeers

withspecialneedsfromayoungage,theytendtobemoreacceptingandunderstanding.”

B. Howcanthelawadvancetheinterestsofthespecialneedschild?

Education

1. “Allchildren,whethertypicalorspecialneeds,havetherighttoeducation.Thereshould

becompulsoryearlyinterventionforspecialneedschildrenandsubsidiesforprivate

therapy.”

Protection

2. “Forequality,thattheyhavethesamerightsasotherpeopleforeducation,fairtreatment

andprotection.”

Opportunities

3. “Weneedlawstopreventdiscriminationinemployment,theabuseofauthorityandfor

wheelchairaccessinrestaurants.”

4. “Newlawsshouldreflectinclusioninallaspectsoflife,likeworkandeducation.”

AccesstoKeyAmenities

5. “LawsshouldmakeitclearthatsomeonewithASD(autismspectrumdisorder)cango

anywheretheywant.Iwasscolded3timesforbringingmychildtothelibrary.”