Li Li

Susan

Retno

Geraldine

Early intervention and education for

children with Special Needs

Mui Fong

Consultations with various stakeholders

In order to gather information and understand more about the current landscape in EIPIC and SPED, the focus group was formed.

5 Key findings were derived from discussion of the focus group.

Key finding 1

Call for changes in leadership configuration in the early intervention and education sector Current situation – Social service sector (NCSS) and VWO. The relevant ministry that should govern this sector – MOE Shortfall

– lack of expertise and skilled manpower.

– problem of staff retention Concern for the quality of VWO management

– dependent on individual VWO leadership, culture and

preferences.

Key finding 2

Need for clarity of options and education pathwaysDIRC – gap between

clients’ expectation and DIRC’s delivery

CDU – no specific intervention services

Education pathway

Key Finding 3

Inconsistent quality of programmes and staff

Lack of widely shared frameworks

Inconsistent quality of teachers,

principals and professionals

Limited options for children with learning disabilities

Key finding 4

Call for more structured integration with mainstream peers

No shared framework on planned and purposeful integration

Important to transit students with special needs into employment or further studies

Without better planned strategies, special needs students will be ill-prepared to live and work independently

Potential for improvement is high

Key finding 5

Appreciation for government’s greater focus on special needs.

Recommendations

Review the exclusion of children with special needs in the compulsory education act.

Building quality.

Six strategic thrusts.