1 / 8

Li Li

Early intervention and education for children with Special Needs. Li Li. Geraldine. Mui Fong. Retno. Susan. 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.

marcos
Télécharger la présentation

Li Li

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Early intervention and education for children with Special Needs Li Li Geraldine Mui Fong Retno Susan

  2. 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.

  3. Key finding 1Call 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.

  4. Key finding 2Need for clarity of options and education pathways DIRC – gap between clients’ expectation and DIRC’s delivery CDU – no specific intervention services Education pathway

  5. Key Finding 3Inconsistent quality of programmes and staff Lack of widely shared frameworks Inconsistent quality of teachers, principals and professionals Limited options for children with learning disabilities

  6. Key finding 4Call 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

  7. Key finding 5Appreciation for government’s greater focus on special needs. Potential for improvement is high

  8. Recommendations Review the exclusion of children with special needs in the compulsory education act. Building quality. Six strategic thrusts.

More Related