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Inclusion

Inclusion. Definition. A belief that students with disabilities should be included into general education classroom (Lim & Quah , 2004 , p . 31). VIDEO. Below is a re-enactment of the interview we did with a girl who was diagnosed with bilateral severe hearing disorder at the age of 15.

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Inclusion

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  1. Inclusion

  2. Definition • A belief that students with disabilities should be included into general education classroom(Lim & Quah, 2004, p. 31).

  3. VIDEO Below is a re-enactment of the interview we did with a girl who was diagnosed with bilateral severe hearing disorder at the age of 15. BASED ON A TRUE STORY • http://www.youtube.com/watch?v=fhlWUqe_f4s&feature=youtu.be

  4. Issues • Structure of our education system segregates us from people with severe disabilities. • The education system is more towards integration than inclusion. • There is a buddy system in school but is there quality interaction? • Children with disabilities are usually placed in the lower achieving class (so only the classmates get to interact with them instead of students from other class)

  5. Issues • Only learners with mild disabilities are included in mainstream schools. • Dyslexia • Autism Spectrum Disorder (ASD) • Attention Deficit Hyperactivity Disorder (ADHD) • Hearing impairment with hearing aids • Physical impairments (wheelchair bounded)

  6. Issues • Mother's letter to Ministry of Education (MOE) • Child with HI got rejected from school as principal rebuked that they had a lack of resources. What is the government doing to help this? (Ministry of Education, Singapore, 2011) • Response from MOE: • MOE collaborates with Voluntary Welfare Organisations (VWOs) to provide specialised education service. They rely heavily on VWOs in providing services. • Government provides 4 times more funding for special schools but is it really enough? Take for example ZX mummy, who have to pay out of own pocket for other services (e.g. occupational therapy) that are expensive. • Money invested in special school instead of special service, is the government promoting people to enter special school instead of going for special service?

  7. Resource In-Class Support (For ADHD, Dyslexia, ASD) • At least ONE Allied Educator in primary school. (Ministry of Education, Singapore, 2012) • Individual / small group intervention support (e.g. in literacy skills) • Small group skills training (e.g. social skills, study and organisational skills) • Case management and other administrative duties • Resource management • (Ministry of Education, Singapore, 2012)

  8. Resource • Designated secondary schools provide facilities for hearing and visual impaired.

  9. Education system in Singapore • MOE states: • Regardless of disabilities, all children must attend school (mainstream or special). • Special school has 4 times the funding compared to mainstream school. (Ministry of Education, Singapore, 2012) • MOE provide funding for special schools under National Council of Social Services. However, it is not open for applicants for VWOs (National Council of Social Services, 2010).

  10. Our Response YES! We are willing to take up the opportunity to be educated in the same setting with the children with disability. WHY? • We lack knowledge and contact. • Only children with mild special needs are included. Individuals with severe learning disabilities often segregated from us. Personally, we have not encountered individuals with visual impairments in the classroom. Thus far, our personal encounters in the classrooms are individuals with physical disabilities or individuals with hearing impairments.

  11. Our Response • If we want inclusion to take place, instead of having special schools, the government should provide special services instead. • We feel that by having VWOs as special schools, we are actually encouraging parents to send them there because of their concerns that mainstream schools will not provide adequate care for their children. Why do the parents feel this way? • Is it the way the government projects special education? • Government project such image that they will not care or accept people with moderate to severe disabilities.

  12. Implications of our response • Personally, we feel that our education system is stagnant. • Lim and Quah (2004), Poon and Khaw (2007), states that we are gradually moving towards inclusion but where are the changes? • Where do we see it? • We claim to be progressing but where?

  13. Educational issues • Why do only specific schools cater for visual and hearing impairment? • Why not set out to place such facilities in all schools? E.g. Setting a goal: By year 2014, 20 schools should be able to provide for students who have sensory impairments. • Government place heavy emphasis on mild special needs. • Mainstream education services are only catered to students with mild special needs.

  14. EDUCATIONAL ISSUES • Out of the 4 designated schools catering to students with hearing impairment, only 2 schools (St. Anthony’s Canossian and Balestier Hill) provide information on its school website about their services. • However, the information is lacking and not detailed.

  15. St. Anthony Canossian

  16. Balestier Hill Secondary

  17. MORAL ISSUES • Information about the school special services should be readily available on the school’s site to provide easy reference for parents. • When schools don’t provide sufficient information for parents, we personally feel that they are shutting them off. • Are the schools telling parents that they don’t accept individuals with special needs?

  18. Final thoughts • Government plays the most important role in spreading the awareness and message about inclusion. • Portrayal of our education system should seem welcoming and embracing for everybody regardless of disabilities. • Information should be extensive and readily available to all parents. E.g. websites, brochures, hotlines.

  19. Reference • Balestier Hill Secondary School. (2007). Pastoral care & career guidance programme. Retrieved July 24, 2012, from http://www.balestierhillsec.moe.edu.sg/ • Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill. • Ministry of Education, Singapore. (2011).Forum letter replies. Retrieved July 24, 2012, from http://www.moe.edu.sg/media/forum/2011/12/support-for- students-with-special-needs.php • Ministry of Education, Singapore. (2011). Special education: Education path. Retrieved July 24, 2012, from http://www.moe.gov.sg/education/special- education/path/

  20. Ministry of Education, Singapore. (2012). Support for children with special needs. Retrieved July 24, 2012, from http://www.moe.edu.sg/education/programmes/support-for-students- with-special- needs.php • National Council of Social Services. (2010). MOE special education fund. Retrieved July 24, 2012, from http://www.ncss.org.sg/VWOcorner/moefund.asp • Poon, K. K., & Khaw. J. (2007). Supporting students with special needs in mainstream schools: An introduction. Singapore: Prentice Hall • St Anthony’s Canossian Secondary School. (2012). Character development. Retrieved July 24, 2012, from http://www.stanthonyscanossiansec.moe.edu.sg/ index.php?option=com_k2&view=item&layout=item&id=13&Itemid=55 • Wee, L. Y. T. (2010, May 19). Parliamentary replies. Retrieved July 24, 2012, from http://www.moe.gov.sg/media/parliamentary-replies/2010/05/compulsory-education- for-child.php

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