Special Needs Students in Schools and IHLS
Madam, the support for students with special needs in schools has grown from strength to strength. There is, of course, more to be done, but we must give credit where credit is due.
In special schools, MOE has clearly moved from being a reluctant arms-length funder a decade ago to an active leader and partner. The Special Education Branch has done a commendable job and much has happened:
(1) Improved funding for special school operations;
(2) Financial assistance and even breakfast meals for the needy;
(3) Annual student recognition awards;
(4) Development of curriculum frameworks; and
(5) Strengthening of vocational training.
In mainstream schools, there are now Allied Educators in every primary school and in half of the secondary schools to support those with milder special education needs. Recently, school-based support for those with dyslexia – the biggest group of students with learning challenges.
And also at institutions of higher learning (IHLs), such as the ITEs, polytechnics and the universities, where MOE's presence has historically not been strong, Minister of State Sim Ann and her team had been diligent in identifying the education support gaps in this space through a series of consultations with the undergraduates, the graduates, VWOs and some caregivers. I believe MOE is now considering these rich inputs from the ground.
Upon this good foundation, I would like to give two key recommendations for the next lap.
One, on consolidation in the sector. At the macro level, it is timely for MOE to think about connecting the dots to increase (a) the depth of expertise; and (b) the breadth of impact in the special-needs education landscape.
I recommend that MOE and its key partners conduct a strategic visioning of what the landscape can be in the mid and long term. MOE should start consolidating the sector and consider identifying and nurturing anchor operators in the key disability areas – not-for-profit players who have positive track records in delivering student outcomes and management bench strength. These anchor operators can then be partners in three areas:
(1) Create competence frameworks and solutions to help train and equip stakeholders, such as teachers, specialists, allied educators, caregivers and even shadow teachers, a group which, up to now, is run by private operators and usually accessible to only those who can afford);
(2) Fill the gaps in the current missing areas, such as online or blended lesson packages, to teach core subjects, such as daily living skills, literacy and numeracy; and
(3) Consolidate current specialist and management expertise and scale faster so that a continuum of education support and inclusion models can be applied in all schools, mainstream or special.
With passionate, nimble and competent anchor operators, the special education sector will stand a higher chance to move faster, be more future-ready and more relevant in the 21st century.
Next, the next "C" – continuum. Madam, I am very heartened by the good developments for special-needs students who are younger. However, for the older ones who are able to move on to further studies at the IHLs, I want to again advocate that a continuum of support be extended to these students. I recommend:
(1) Funding for MOE to set up Disability Support Offices within these IHLs to serve as a first port of call for registration and for help for them; and
(2) Funding for these students to have access to needed services, such as note-taking, sign interpreters, exam accommodations, note-sharing and other forms of learning support.
These special students have crossed many hurdles in their young lives to reach the doors of the IHLs. Let us give them a further leg up to cross that next hurdle.
Finally, I want to thank the Minister, the Minister of State and other members of the MOE team for the hope they have given to the special ones who learn differently in our country and for the good things they have taken to raise them. I seek MOE's serious and favourable consideration of my inputs.