Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of Inclusion
Under the Desired Outcomes of Education from MOE, no attributes were being stated for people with disabilities (Ministry of Education,2013).
Not much emphasis on people with disabilities and does not set goals to work towards
Context of Education for Children with Disabilities
The educational pathway does not provide many choices and is a fixed route.
It is overlooked by the government.
Ang Hui Teng (02)
Poh Yeng Minn (29)
Provide specialized services for children aged from two to six years old.
Caters to children with mild to moderate levels of disability in the areas such as physical disability, autism, down syndrome and developmental delays.
Physical structures (metal bars and toilets) provided in preschools.
Teachers adjust the curriculum to meet the needs of children with special needs.
what does it imply?
Limited educational opportunities
Policies are not in line with catering to the needs of special education.
Specialized programmes catering to the various disabilities
Implementation of IEP's
Support provided by therapists, psychologists and social workers
Supported by allied educators
Individual's progress is monitored
Partnership with parents
The practice of placing students with special needs in the regular classroom with typically developing students, and providing specialized services and/or specialized curriculum for them (Yanoff, 2007, p. 2).
Integrating learners with disabilities into general education classrooms (Quah & Jones, 2004, p. 89).
Provide an environment that is inclusive and equally accessible to all children, and yet responsive to individual needs (Ang, n.d).
Teachers do not have time to juggle between demands of the school syllabus and providing special attention to children with disabilities.
Teachers are worried about the well-being of other typically developing children.
Assessment of children with disabilities may be tedious.
Distinct segregation between typically and atypically developing individuals
People with disabilities face higher risks of being bullied and harassed (University of Minnesota,2011)
Foster appreciation of diversity
Allows children with disabilities to work on individual goals while participating in the life of the classroom with typically developing children (Inclusion BC, 2013).
Opportunity for students with severe disabilities to build social skills
Increased academic performance
Moral & Ethical Issues
In 2004, MOE announced the initiatives to support children with mild disabilities:
Deploy allied educators
Additional funding for schools with AEDs
Training in special needs for selected teachers in mainstream school
Pamphlet to guide parents with children with disabilities
Enabling Masterplan 2012-2016
(Tam, Seevers, Gardner, & Heng, 2006)
Lack of acceptance
Children with disabilities are rejected when unable to adjust to the curriculum (Leow & Quek, 2010)
Morally unjust to reject due to disabling curriculum.
Social rejection and maintenance of higher levels of social distance toward persons with disabilities
Limited friends whom are typically developing
Individuals remain marginalized and are unable to contribute to the society.
Structured educational pathways
Lack of rights to choose
Targeted victims of abuse
Persons with disabilities are more likely to be victims of violence, rape and are less likely to receive police intervention, legal protection or preventive care (UN, n.d).
Limited educational opportunities for children with disabilities decreases their potential for learning.
Ratio of allied educators to children with disabilities is inadequate to meet the needs of each individual.
Mainstream education teachers are unable to cope with the additional workload (Tam, Seevers, Gardner & Heng, 2006, p. 5).
Ang, L. (n.d.). A reflection on inclusion. Retrieved from http://webcache.googleusercontent.com/search?q=cache:3RBu-mZnQg8J:www.omep-sgp.org/omep/school/words/ref_on_incl.doc+&cd=3&hl=en&ct=clnk&gl=sg
Leow, S. W. & Quek, C. (2010, May 7). More special needs students in mainstream. The Straits Times. [Singapore]. Retrieved from http://www.autism.org.sg/press/2010/100507-MoreSpecNeedsStudentsinMainstream-ST.pdf
Ministry Of Education [MOE] (2013). Special education: Education path. Retrieved from http://www.moe.gov.sg/education/special-education/path/
Ministry Of Education (2013). Support for children with special needs. Retrieved from http://www.moe.gov.sg/education/programmes/support-for-children-special-needs/
Quah, M. M. & Jones, K. (2004). Supporting learners with special educational needs in mainstream classrooms. Lim, L. & Quah, M. M.. Educating learners with diverse disabilities (p. 89 - 110). Singapore: McGraw-Hill Education (Asia).
Tam, K. B., Seevers, R., Gardner, R. & Heng, M. A. (2006). Primary schools teachers' concerns about the integration of students with special needs in Singapore. Teaching Exceptional Children Plus, 3(2) Retrieved from http://www.eric.ed.gov/PDFS/EJ967120.pdf
United Nations (UN) (n.d). Persons with disabilities. Retrieved from http://www.un.org/en/globalissues/disabilities/
Yanoff, J. C. (2007). The classroom teacher's inclusion handbook. USA: Arthur Coyle Press
Parents' guide for Children with Special Educational Needs: http://www.moe.gov.sg/education/special-education/files/parents-guide-children-special-educational-needs.pdf
How do we image the collective experiences of individuals with disabilities will impact Singapore in the long run?
Hinders the development of the country.
Failure to stand by the national identity as "One Singapore"
A need to create opportunities for all Singaporeans to live a productive and quality existence
As educators, we should play our part to advocate for people with disabilities!