Less than half of parents of children with special needs...
Transcript of Less than half of parents of children with special needs...
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Lessthanhalfofparentsofchildrenwithspecialneedssurveyedfelttheirkidsinpreschoolswereadequatelysupportedbyteachers,curriculum&facilitiesPartTwoofLienFoundation’sInclusiveAttitudessurveypolledparentsofchildrenwithspecialneedsfortheirviewsoninclusionwithregardtochildrenwithspecialneedsandeducation.Lessthanathird(28%)ofthemsawSingaporeasaninclusivesociety.Themajority(77%)supportinclusiveeducation1&onlymorethanhalfofthemfelttheirserviceneedsintransportation(58%),medicalanddental(55%)&childcare(54%)werebeingmet4July20161. Whileparentsofchildrenwithspecialneedsdidnotdiffermuchfromthepublic(30%)intheir
perceptionofSingaporeasaninclusivesociety,theyvoicedtheirdesireforgreatersupport
fromthegovernment,societyandeducationsystem.Thiscomesatatimewhenthenext
EnablingMasterplanisbeingdeliberatedtosetpolicies,programmes,servicesandsupportfor
peoplewithdisabilitiesinSingapore.
2. CommissionedbytheLienFoundationandconductedbyBlackboxResearchwiththeassistance
of20SpecialEducation(SPED)schoolsandEIPICCentres,PartTwooftheInclusiveAttitudes
Surveyofferinsightsintothechallengesfacedbyparentsofchildrenwithspecialneedsand
theirviewsonhowtomakeSingaporemoreinclusive.FromJanuarytoMay2016,835parents
withchildrenwithspecialneedsofage9yearsandbelowwerepolled.
3. TheresultsofPart1and2ofthesurveyhighlighttheurgencytomoveSingaporefrom
tolerancetogreateracceptance,andactiveinclusionofchildrenwithspecialneedsandtheir
families.Toachievethis,weneedgreaterpubliceducationandawarenessofthisissue,a
1 Inclusiveeducationinthesurveyisdefinedas anapproachtoeducationwhere:- Allchildrenarevaluedequallyandhaveequalopportunitiestoparticipatemeaningfullyinclassactivities,regardless- Allchildrenarevaluedequallyandhaveequalopportunitiestoparticipatemeaningfullyinclassactivities,regardless
oftheirneeds;- Theculture,curriculumandenvironmentoftheschoolresponsestothediversityofchildren’sneeds,withthebest
interestsofthechildastheprimaryconsideration.Dignityandthefreedomtomakeone’schoicesduringthelearningprocessarevaluedoverconvenienceandspeed;
- Inclusioninschoolisrecognisedasanimportantaspectofgreaterinclusioninsociety.
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strongersystemofsupportforchildrenwithspecialneedsandtheirfamiliesacrossdifferent
levelsofoursociety,andlawsthatprotectandadvancetheinterestofchildrenwithspecial
needs.
Obligations&Aspirations
4. In2013,SingaporeratifiedtheUnitedNationsConventionontheRightsofPersonswith
Disabilities2,whereArticle24(UnitedNations,2006)guaranteestherightofpersonswith
disabilitiestoaninclusiveeducationsystematalllevels.Signatorycountriescommitto
providing“effectiveindividualizedsupportmeasuresinenvironmentsthatmaximizeacademic
andsocialdevelopment,consistentwiththegoaloffullinclusion”.Presently,thereisno
statutorysupportensuringchildrenwithspecialneedshaveaccesstoaninclusiveeducationat
alllevels.
5. “Tofulfillnationalobligationsandparentalaspirations,oursocietyneedstoworktogetherto
preventsegregationandpromoteinclusionwithintheeducationsystem,”saidMrLeePohWah,
CEOofLienFoundation.“Thechallengeismakingparticipationpossibleforall,witha
competenteducationsystemmeetingtheneedsofallchildren,offeringrealchoicesand
confidencetoparents.”Headded,“Theroadtoinclusioncontinuestobeworkinprogress,for
weneedtoconfrontanybiasesholdingusback.AninclusiveSingaporeiswhereallchildren,
includingthosewithspecialneeds,havetheopportunitytorealisetheirpotential,andso
affirmsthenationalvisionofprovidingAGoodStartforEveryChild3.”Inthissurvey,parentsof
childrenwithspecialneedsgivevoicetothegapsandopportunitiesinourjourneytoinclusion.
Parentsreportinadequatesupportinpreschools
6. Abouthalfoftheparentssurveyedhadchildrenstudyinginpreschools.46%oftheseparents
encountereddifficultieswhenenrollingtheirchildreninpreschools.Morethanhalfofthem
(54%)observedthatschoolswereunwillingtotaketheirchildbecauseoftheirspecialneeds,
andabouthalf(54%)encounteredinexperiencedoruntrainedteachers/staff.Morethana
third(37%)indicatedthattheschoolhadnoaccesstoprofessionalstosupporttheirchild.
“Findingakindergartenforaspecialneedschild…Longwaitingtimeandhostileassessmentbythekindergartensareoftenexperiencedwithnochanceofgettinganenrolmentatall”-SurveyRespondent
7. Moreneedstobedonetoimprovepreschooleducationforchildrenwithspecialneeds.Of
thoseparentswhosechildrenwithspecialneedswereinpreschools,justabouthalf(55%)were 2http://www.un.org/disabilities/convention/conventionfull.shtml3https://www.ecda.gov.sg/pages/aboutus.aspx
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satisfiedwiththeirchild’seducation.Lessthanhalfoftheseparentsfelttheirkidsinpreschools
wereadequatelysupportedbytheteachers,curriculumandschoolfacilities.
8. Theysharedconcernsabouttheadequacyoftheteachers.Lessthanhalf(46%)agreethatthe
teachersprovidetheirchildwiththeneededattention,andjustaboutathird(34%)feltthatthe
teachersinpreschoolsaresufficientlytrainedtosupporttheirchild’sneeds.
“MOE schoolsarenot ready toaccept these children into the system.Teachersarenottrained and tend to treat these children as troublesome. Not enoughsupport is beinggiven to the teachers to support the children. Even AEDs (Allied Educators) arenotadequatelytrained.ParentsaregenerallyworriedaboutthetransitionfromK2toP1.Pathlight(longwaitingqueue)ormainstream(willthechildbeostracised?)ordeferment(tillwhen)?ToomanyuncertaintiesforSpecialNeedsChildren.”-SurveyRespondent
9. Only32%ofparentswhosechildrenareinpreschoolsthinkthatthecurriculumofferedby
preschoolsissuitableforchildrenwithspecialneeds.Oneoutofthreeparents(33%)indicated
thatpreschoolsareequippedwiththerightfacilitiestomeettheirchildren’sneeds.
Separatedbyeducation
10. Theparents’feedbackoninadequatesupportinpreschoolsunderscoreshowthecurrent
systemisskewedtowardsthemainstream.Thiscouldalsoexplainwhy77%ofparentspolled
supporttheideaofinclusiveeducation.Aninclusiveeducationisdesignedtocatertheneedsof
childrenwithspecialneeds,aswellasthoseoftypicallydevelopingchildren.Presently,achasm
existsbetweenthesetwogroupsofchildrenasinterventionprogrammesarelargelyseparated
fromeducation.Today,anestimated2,600childrenwithmoderateandseverespecialneeds
receiveinterventionatEIPICcentres.Itisestimatedthatabout1,800or70%ofthemdonot
attendpreschoolduetotheseverityoftheirneedsandthelackofreadinessofpreschools.
11. “Weneedtoequipearlychildhoodeducatorswithdeeperandbroaderknowledgeofchildren
withspecialneeds-howtheycanbeengagedandlearnbest,"saidMsSallyKwek,aparentofa
childwithspecialneedsandFoundingEditor,SpecialSeeds.“Ourcurrentsystemtendstokeep
suchknow-howwithinthespecialeducationandalliedhealthspecialists.Tostopthistrendand
improveinclusion,allearlychildhoodpersonnelshouldbearmedwithsuchtraining.”
Gapinkeyservices
12. Besidestheneedforarobustsystemofsupportineducation,thesurveyindicatedtheweak
physicalinfrastructureandenvironmentfacedbyparentsofchildrenwithspecialneeds.Just
abouthalfofrespondentsfelttheirkeyserviceneedswerebeingmet-transportation(58%),
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medicalanddental(55%)andchildcare(54%).Thegapinkeyservicescompoundsthemany
challengesfacedtheseparents.
“(For) workingparents with special needschild, there is no additionalchildcare leaveforemergency. I need to knowthe place before I bringmy childwith special needs outbecausemany spotsdonotletme topushawheelchairaround.Fees for specialneedschildren’seducationandtransportationareexpensive.Ifmychildtakestheschoolbus,Ineedtopayfortwopassengersasmyhelperisneededtoassisthimonthebus.“–SurveyRespondent
Multiplechallengesfromdifferentfronts
13. Accordingtothesurvey,theburdenofcareofchildrenwithspecialneedsfallsmostlyon
mothers,withtwoinfivefamilieshavingaparentquitworktolookaftertheirchild.Nextto
parents(61%),domestichelpers(16%)werecitedasprimarycaregiversofchildrenwithspecial
needs,followedbygrandparents(13%).
14. Parentsofchildrenwithspecialneedsstruggledtofindinformationonwhattodoaftertheir
child’sdiagnosis.Onlyslightlymorethanhalfofthosesurveyedwereawareofwhotocontact
andwhattodoabouttheirquestionsandconcerns.Oneintwoparentswereabletofindand
useavailableservicesandprogrammes.
15. Thestrainsofcaregivingshowupintheparents’responsestothequestionontheirlevelof
satisfactionwiththeirrelationshipsandlife.Comparedtothegeneralpublic,theirsatisfaction
levelforrelationshipsandlifewas10%and16%lowerrespectively.Financeswereanotherkey
areaofconcern.
Wishforgreaterfinancialsupport
16. DespiteincreasedsubsidiesfortheEIPICprogrammeof$32millionin20144andpublic
expenditureof$145milliononSPEDSchoolsin20155,43%oftheparentssurveyedwishedfor
morefinancialsupportfromthegovernment.Nearly60%ofrespondentswithhousehold
incomeof$7,000to$9,900feltthisway.
“Weparentsofthesespecialneedschildrenwouldliketoprovidethesameopportunitiesnormalkidshave.Itisalsounfortunatethatonceyourkidsarelabeledas"specialneeds",thingsstartstogetmoreexpensive.E.gSchoolfeesfornormalkidsareheavilysubsidizedbyMOE.ButhereIampayinghundredsofdollarsamonthtoputtheminspecialschool.Swimminglessonsfornormalkidscostaround$40-$50amonthbutIpay$300amonthforaswimminginstructor.Andlet’snottalkaboutschoolbusfees,therapylessonsetc…
4http://www.straitstimes.com/singapore/singapore-budget-2014-over-50000-special-needs-children-and-those-with-disabilities-to-get5 http://www.singaporebudget.gov.sg/data/budget_2015/download/27%20MOE%202015.pdf
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Itisthegroupofparentswithspecialneedschildrenwhoneedmorefinancialassistanceasmostofthelessons,feesetc.aresoexpensive.Sowhenparentscannotaffordit,theywill stop providing these to the special kids (who probably need it more than normalchildren).”–SurveyRespondent
Educatingthepublic
17. Asparentsofchildrenwithspecialneedstrytocopewiththesystem,theyalsojugglean
emotionalrollercoastersocially.Oneinthreeparentspolledhaveheardinsensitiveremarks
beingdirectedattheirchildbyadults.Almosthalfofthechildrenwithspecialneedsdonot
havetypicallydevelopingfriends.
“Specialneedschildrenaretreatedlike'disease'kidsinsituationsIhaveseenpersonally.Thepublicneedstobemoreawareandtolerantaboutsuchkids.”-SurveyRespondent“Theydonotknowhowtoengagethespecialneedscommunity.Startyoungbyopeningup the public sector schools to the special needs community. Teach the young how toengagethisgroup.”-SurveyRespondent
18. Publiceducationeffortscanimproveunderstandingofchildrenwithspecialneedsandtheir
disabilities,teachadultsandchildrenhowtorelateandconnectwithchildrenwithspecial
needsandpromoteinteractions.Withgreaterunderstandingandacceptancefromsociety,
childrenwithspecialneedswillbeencouragedtoexpandtheircirclesociallyandinthe
community.
Timeoutsideclassroomlessthanideal
19. Accordingtothesurvey,fouroutof10parentsofchildrenwithspecialneedsthinktheir
childrenarespendingtoolittletimeoutsideofschoolandinthecommunitydoingthethings
theylike.Thelibrary,cinemaandmuseum/placeofattractionemergedastheleastvisited
placesonthelistofpublicspacesfrequentedbychildrenwithspecialneeds.
20. Closetohalfoftherespondents(47%)citeddifficultyincontrollingtheirchildasthereasonfor
notbeingabletospendmoretimeinpublicandcommunityspaces.Otherfactorsinclude
havingproblemsmovingaround(41%)andbeingjudgediftheyareunabletocontroltheirchild
(31%),aswellascost(28%).
“Educate all service providers and families not to be judgmental about special needspatrons.Theyhavefeelingstoo.”-SurveyRespondent“If lesspeopleunderstandthekidsandparents,wewillbecoopedupinourhomesandhaveaphobiaofgoingoutduetothestares.”–SurveyRespondent
21. DrKennethPoon,ResearcherandClinicalPsychologistobserved,"Whatparentsinthisstudy
havehighlightedisconsistentwiththebroaderfindingsthatparentswhohavemoreaccessto
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thecommunityalsoreportlesssymptomsofpsychologicaldistress.Theyhighlightedtheneed
for'hardware'whichincludesphysicalinfrastructuresuchasrampsandtheavailabilityof
accessiblepublictransportation,'software'ortrainingofstaffmembersofcommunityspaces
andofpreschools,and'heartware'whichrefertotheinclusiveattitudesamongthegeneral
publicandprofessionals.”
Stayingoptimisticdespiteitall
22. Despitethedangersofsocialisolationandmultiplechallengesfaced,parentsofchildrenwith
specialneedsaremoreoptimisticthanthegeneralpublicwithregardstosociety’sinteractions
withtheirchildren.Joy,insteadoffear,wasamongstthedominantemotionsnotedbythese
parentswhenadultsinteractwiththeirchildren.Comparedtothegeneralpublic(65%),less
thanathird(27%)ofparentsofchildrenwithspecialneedsfelttheirchildrenwereatriskof
bullyingbyotherchildren.
Rightstocompulsoryeducation
23. However,themajorityofparentsofchildrenwithspecialneeds(72%)thinknewlawsare
necessarytobetterpromotetherightsofchildrenwithspecialneeds,andhalfofthemare
awareoftherightsrelatedtotheirchild’sspecialneeds.
24. Someparentsinthesurveysuggestedinstitutinglawstoprotectandadvancetheinterestsof
childrenwithspecialneeds.Forinstance,compulsoryeducationcanprotectthosefrom
disadvantagedordysfunctionalhomeswhereparentsareunabletohelpthechildwithspecial
needsachievehisorherpotentialorfunctioninglevel.
“So that specialneeds childrenwill notbediscriminatedby societyand treatedequallyjustlikeanyotherchild.”-SurveyRespondent
Lawstoprotect
25. Theurgeforequalityisanareawherelawscouldmakeadifference.Presently,childrenwith
specialneedsinSingaporeareexemptedfromcompulsoryeducation6eventhoughSingapore
hasratifiedtheUNConventionontheRightsofPersonswithDisabilities,whichprovidesfor
inclusiveeducation.The2012-2016EnablingMasterplanhadcalledfortheMinistryof
Educationtomakeeducationforchildrenwithspecialneedscompulsoryby2016.7Thiswould
6https://www.moe.gov.sg/education/education-system/compulsory-education7https://app.msf.gov.sg/Portals/0/Topic/Issues/EDGD/Enabling%20Masterplan%202012-2016%20Report%20(8%20Mar).pdf
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setabaselineofaccesstoeducationforthesechildrenandensureacommitmenttotheir
educationneeds.Todate,therehasyettobeanyupdateontherecommendation.
26. “SingaporeisanexceptionamongthetopPISA-rankedcountriesofHongKong,SouthKorea,
Japan,TaiwanandFinlandbecauseunlikethem,wehaveyettointroducelawstosupport
inclusionineducation,”saidMrLee.(seeAnnexA)“Intheirquestforexcellence,thesetop
performersseektomeettheneedsofallchildren.Wecandolikewise-startingwithchange
fromwithin–byadoptingnewmindsetstowardsinclusiontoachievenewpossibilities.”
AWWA’sKindleGarden,Singapore’sfirstinclusivepreschool,isanexampleofhowinclusive
educationismakingheadwayandgainingacceptancewithparentsoftypicallydeveloping
childrenandthosewithspecialneeds.
Inclusion:Access&opportunitiesforall
27. However,thejourneyofinclusionhastocontinueintomainstreamprimaryschoolsand
especiallytransitionintoPrimaryOne.Theprimaryschoolcurriculumisdesignedfortypically
developingchildren,sochildrenwithspecialneedshavelittlechoicebuttofitintothestructure.
Ratherthanfitsquarepegsintoroundholes,aninclusiveeducationcanbemorebeneficial.
StudiesinbothOECDandnon-OECDcountriesindicatedthatstudentswithdisabilitiesachieve
betterschoolresultsininclusivesettings.8IntheU.S,itisestimatedthat80-85%ofchildren
withspecialneedscanmeetthesamestandardsastheirtypicallydevelopingpeersifgiventhe
rightsupport.9
28. Soifmainstreamschoolsweretokeepamandatorynumberofplacesforchildrenwithspecial
needs,thiscouldeffectivelybeginaprocessofactiveinclusion.Althoughmainstreameducation
maynotsuitallchildrenwithspecialneeds,theopportunityofcompulsoryaccessgivesthem
equalchancesforeducationthatempowertheirlifechancesandboosttheirabilityto
participatemorefullyinthecommunity.However,integration“shouldnotbedoneatallcosts”,
accordingtotheDisabledPeople’sAssociation(DPA).Itbelievesthat”inthefuturetherecanbe
anintegratededucationsysteminwhichspecialeducationschoolsareinsomewayincludedin
thenationaleducationsystem,ratherthanexistingsomewhereinbetweenthatsystemandthe
voluntarywelfaresector.”10
29. Thecommunitymustalsobereadyforinclusion.Greaterpublicawarenessandeducationabout 8EnsuringAccesstoAll,http://unesdoc.unesco.org/images/0014/001402/140224e.pdf9http://www.cehd.umn.edu/nceo/onlinepubs/Martha_Thurlow-Meeting_the_Needs_of_Special_Education_Students.pdf10http://www.dpa.org.sg/wp-content/uploads/2015/06/Singapore-and-UN-CRPD.pdf,page30
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childrenwithspecialneedscanbreakthroughwallsofdiscomforttopromotegreater
understanding.However,thesupportsystemandeducationforchildrenwithspecialneeds
mustalsogearupincapacityandcapabilitiesandatvariouslevelsofsociety.Forwhenthese
factorsarecombinedwithlawsthatprotectandadvancetheirinterests,theywillgiveeach
childastrongandgoodstartregardlessoftheirspecialneeds.
AnnexA-InclusiveEducation:AComparisonAnnexB-Views&suggestionsfromparentssurveyed
~0o0~AbouttheLienFoundation www.lienfoundation.orgTheLienFoundationisaSingaporephilanthropichousenotedforitsmodelofradicalphilanthropy.Itbreaksnewgroundbyinvestingininnovativesolutions,conveningstrategicpartnershipsandcatalysingactiononsocialandenvironmentalchallenges.TheFoundationseekstofosterexemplaryearlychildhoodeducation,excellenceineldercareandeffectiveenvironmentalsustainabilityinwaterandsanitation.Intheareaofearlychildhoodeducation,theFoundationaimstocreateabetterplayingfieldbystrengtheningcapacityinthisareaandopeningupopportunitiesfordisadvantagedpreschoolers.Toadvocategreateraccesstoqualityearlychildhoodeducation,theFoundationcommissionedastudy,VitalVoicesforVitalYears,thatexaminedleaders’viewsonimprovingSingapore’spreschoolsector.InJune2012,theLienFoundationreleasedaglobalbenchmarkstudycalledStartingWellthatranked45countriesontheirprovisionofpreschooleducation.TheuseofI.TformsakeystrategyintheFoundation’seffortstoincreaseefficienciesandenhanceprofessionalisminthepreschoolsector.TheFoundationchampionedacommunity-basedmodelofcarewherespecialistsgointomainstreampreschoolstohelpchildrenwithlearningdifficulties.Itssuccesshasinspiredascaled-upnationalversioninSingapore.Initspushforinclusivityineducation,theFoundationsetupSingapore’sfirstinclusivepreschool,KindleGarden,withAWWA.Toimproveoutcomesfordisadvantagedpreschoolers,theFoundationspearheadedCircleofCare,achild-centricmodelofcarewhereteachers,socialworkersandtherapistslookafterthechildren’sholisticdevelopmentandtheneedsoftheirfamiliesinanintegratedway.MediacontactsJoanneLee QerenCommunications [email protected] +6590027696GenevieveKuek QerenCommunications [email protected] +6597633110
InclusiveAttitudesSurveyPart2–4Jul2016
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ANNEXA INCLUSIVEEDUCATION–ACOMPARISON
1 InclusiveEducationinSingapore
There are currently 20 SPED schools in Singapore run by 13 Voluntary Welfare
OrganisationsthatreceivefundingfromMOEandNCSS,andsixprivateSPEDschools.
Children with special needs are currently exempted from compulsory education1.
Interventionprogrammesaredeliveredseparatelyfrommainstreameducation.
In 2013, Singapore ratified the UN Convention on the Rights of Persons with
Disabilities(UNCRPD)that“looksatwhatcanbedonetomakesurethatpersonswith
disabilities can have access to rights as everybody else”.2Article 24 of the UNCRPD
dealswiththerighttoinclusiveeducationandprovidesthatchildrenwithdisabilities
shouldbeabletoparticipateinthegeneraleducationsystem,andthatchildrenwith
disabilitiesshouldbeeducatedinmainstreamschools3.
Singapore’s Enabling Masterplan 2012-2016 supported the principle of extending
compulsoryeducationtoincludechildrenwithspecialneedsasthecommitteewasof
the view that compulsory education would “promote inclusiveness and ensure that
resources are adequately available for children with special needs”. They
recommended “implications of including children with special needs within the
CompulsoryEducationActbe studiedandaddressedwith theaimof including them
undertheActby2016.”4
1https://www.moe.gov.sg/education/education-system/compulsory-education
2https://app.msf.gov.sg/Press-Room/Singapore-Ratifies-UNCRPD
3http://www.includ-ed.eu/sites/default/files/documents/de_beco_nqhr_32.3.pdf
4https://app.msf.gov.sg/Portals/0/Topic/Issues/EDGD/Enabling%20Masterplan%202012-
2016%20Report%20(8%20Mar).pdf
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2 InclusiveEducation:HowdoesSingaporecompare?
Somecountrieswhereinclusionissupportedbylegislation(listedbyPISA20125
ranking):
HongKongPISA2012-#2
InHongKong,childrenagedsixorabovewithspecialeducational
needsenjoyfreeanduniversalbasiceducation6.Currentlyabout80%
ofstudentswithvarioustypesofspecialeducationalneedsare
studyinginregularschools.In2001,theEducationBureau
establishedaWholeSchoolApproachtoIntegratedEducation(WSA)
fortheeducationofspecialneedschildrentofulfilitsobligations
undertheUnitedNationsConventiononRightsoftheChildandthe
ConventionontheRightsofPersonswithDisabilities.
In2008,theBureaulaunchedafive-yearprogrammetotrainteachers
andstrengthentheircapacityincateringforstudentswithspecial
educationalneeds(SEN)inregularschools7.Childrenwithmore
severeormultipledisabilitiesareplacedinspecialschoolsfor
intensivesupport8.
In2011/12,all460publicprimaryand400publicsecondaryschoolsin
HongKongwererequestedtoadoptawhole-of-school-approachto
supportstudentswithspecialeducationalneeds,includingthosewith
mildintellectual,physicalorsensorydisabilities.
SouthKoreaPISA2012-#3
TheSpecialEducationPromotionAct(SEPA)in1977anditsre-
authorisationin1997laidthefoundationforreformsinspecial
educationwhichplacedstudentswithdisabilitiesinregular
classrooms9
5http://www.bbc.com/news/business-32608772
6http://www.edb.gov.hk/en/about-edb/policy/special/
7https://www.hkiednews.edu.hk/en/content/index.do%3bjsessionid=A08ADF33899BFE053C1A13E9D88B2620?con
tentCode=13632523515498http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html
9https://repository.nie.edu.sg/bitstream/10497/13722/1/APJE-31-2-143_a.pdf
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JapanPISA2012–joint
#4
Statutoryprovisionsregardingspecialeducationwereenactedsince
1979.Allchildrenfromtheageofsixyearsareincludedincompulsory
education.Tosupportinclusiveeducation,Japanstarteda
programmetostrengthenthesupportsysteminregularschoolsin
2005.
Since2007,theLocalEducationBoardislegallyobligedtoaskthe
parents’opinionfortheplacementofchildren10.Dependingonthe
needsofthechild,specialneedseducationisprovidedbothinspecial
classeswithinmainstreamschoolsandwithinregularclasses.Inmore
extremecases,specialist"SchoolsforSpecialNeedsEducation"are
available.11
TaiwanPISA2012–joint
#4
Taiwanhasacomprehensivelegalframework(e.g.SpecialEducation
Act,PeoplewithDisabilitiesRightsProtectionAct)fortheeducation
ofstudentswithSENthatemphasiseeliminationofdiscrimination,
earlyidentification/interventionandappropriateeducationfor
studentswithSEN.AnIndividualisedEducationPlan(IEP)is
compulsoryforallSENstudents.Eachyear,theTaiwangovernment
allocatesnotlessthan4.5%ofitsbudgetedexpenditureoneducation
tospecialeducation12.
FinlandPISA2012-#6
TherearestatutesthatguaranteeeveryoneresidinginFinlandthe
righttofreebasiceducation.Basiceducationisalsocompulsory.The
FinnishEducationActsaysthateverystudenthasarighttobe
supportedinlearningandinpersonaldevelopment,andthatevery
studenthasarighttogetspecialneedseducationandstudentwelfare
supportifneeded.Onlylessthan2%ofchildrenarestudyingin
specialschoolsfordisabledchildren.Accordingtothecurrent
legislation,teachingandsupportisdoneinmainstreameducation,
exceptincaseswhereschoolinginaseparategroupbettersupports
thechild’sdevelopment13.
10Japan,RegionalPreparatoryWorkshoponInclusiveEducation,EastAsia,
2007,http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/hangzhou_07/japan_inclusio
n_07.pdf11https://www.angloinfo.com/japan/how-to/page/japan-family-schooling-education-special-needs-
education#sthash.cr0Axrdx.dpuf12http://www.legco.gov.hk/research-publications/english/1314in15-legislation-on-inclusive-education-in-taiwan-
the-united-kingdom-and-the-united-states-20140417-e.pdf13http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/sinaia_07/finland_inclusion_07.
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Australia(PISA2012-
#14)
TheDisabilityStandardsforEducation2005outlineslegalobligations
foreducationunderAustralia’snationalDisabilityDiscriminationAct
1992(DDA).Theselegalobligationsincludeensuringtherightofevery
childwhoexperiencesdisabilitytoeducationonthesamebasisasany
childnotlabelleddisabled.Aresource,titled‘Planningfor
PersonalisedLearningandSupport:ANationalResource’wascreated
tosupporttheDisabilityStandardsforEducation2005andits
implementationinschools14.
UK(PISA2012-
#20)
The2001SpecialEducationalNeeds&DisabilityActstatesthat:“…
whereparentswantamainstreameducationfortheirchildeverything
possibleshouldbedonetoprovideit.”15TheUKalsohasastatutory
frameworkforinclusionandastatutoryguidancethatprovides
practicaladviceonhowtoofferinclusiveeducationforchildrenwith
specialneedsinmainstreamschools16.
USA(PISA2012-
#28)
TheIndividualswithDisabilitiesEducationAct(IDEA)isafederallaw
thatensuresstudentswithdisabilitiesareprovidedwithFree
AppropriatePublicEducation(FAPE)tailoredtotheirindividualneeds.
ItwaspreviouslyknownastheEducationforAllHandicapped
ChildrenAct(EHA)from1975to199017.IDEA,togetherwiththeNo
ChildLeftBehind(NCLB)Actof2001entitlesallstudentstobe
includedinthegeneraleducationclassroomtothegreatestextent
possible18.
China
“LearninginRegularClassrooms”–anationalmovementoninclusive
educationmadeeducationcompulsoryforchildrenwithdisabilities
since199419
14https://www.education.gov.au/disability-standards-education
15https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/283623/inclusive_schooling_chi
ldren_with_special_educational_needs.pdf16https://www.gov.uk/government/publications/inclusive-schooling-children-with-special-educational-needs
17https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/how-idea-
protects-you-and-your-child18http://www.irma-international.org/viewtitle/55460/
19https://repository.nie.edu.sg/bitstream/10497/13722/1/APJE-31-2-143_a.pdf
InclusiveAttitudesSurveyPart2–4July2016
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AnnexB–Views&suggestionsfromparentssurveyed(verbatimquotes)
A. HowcanweimproveinclusioninSingapore?
Awareness/Education
1. “TheSingaporegovernmenthasprovidedmanyfacilitiesandhealthassistanceforpeople
withspecialneedsbutIfeelthatmorepublicawarenessneedstobegenerated
(preferablystartingfromschool)aboutthewidevarietiesofspecialneedsasnowmost
Singaporeansareonlyawareofpeoplewithvisiblephysicaldisabilities,sotheymisjudge
thosewithmildphysicaldisabilitiesormentaldisabilities.Idobelieveinclusivenessstarts
fromawarenessandafterthattherewillbeacceptance.”
2. “Thegeneralpublicneedstohavemoreawarenessandeducationaboutspecialneeds
childrenandtheirbehaviour.Currently,thepublicdoesnotknowmuchandtheydonot
knowhowtohandleorinteractwithspecialchildren.”
3. “Singaporeansingenerallikeotherstoperceivethemasgraciouspeople.Sotheywon't
vocallyrejectandobjecttosharepublicspaceswithspecialneedspeople.However,they
willavoidengagingthembecausetheydonotknowhowtoproperlyengagethem.Public
educationthroughmassmediausingreal-liferolemodelsinteractingwithspecialneeds
peoplewillhelppromoteawarenessandknowledge.”
InclusiveEducation
4. “IwouldlovetoseeaninclusiveeducationalsysteminSingapore.Forexample,inHong
Kong,theyhaveschoolsthatarebilingualandbicultural.Bothhearinganddeafchildren
attendschooltogetherandlearnEnglishandsignlanguagetogether.Whatanamazing
impactthiswillhaveonboththedeafandhearingchildrenintheschool.Theywill
definitelylearnfromyoungtoacceptchildrenwithspecialneedsandlikewise,thedeaf
childrenwillfeelacceptedfromyoung.Thisisideal.”
InclusiveAttitudesSurveyPart2–4July2016
2
5. “MOEshouldlookintobuildingmoreinclusiveschools,i.e.PathlightSchoolwithineach
school.”
6. “Singaporehasdonewellbyprovidingearlyinterventioncentresbutthewaitingtimeis
toolongastherearenotenough.Also,Ihopemainstreamschoolswouldbemore
supportiveofspecialneedskids.Thiswouldgreatlyhelpthekidstointegratewithothers,
especiallykidswithmildspecialneeds.”
7. “Inclusioninschoolresultsingreaterinclusioninsociety.Aschildrenareexposedtopeers
withspecialneedsfromayoungage,theytendtobemoreacceptingandunderstanding.”
B. Howcanthelawadvancetheinterestsofthespecialneedschild?
Education
1. “Allchildren,whethertypicalorspecialneeds,havetherighttoeducation.Thereshould
becompulsoryearlyinterventionforspecialneedschildrenandsubsidiesforprivate
therapy.”
Protection
2. “Forequality,thattheyhavethesamerightsasotherpeopleforeducation,fairtreatment
andprotection.”
Opportunities
3. “Weneedlawstopreventdiscriminationinemployment,theabuseofauthorityandfor
wheelchairaccessinrestaurants.”
4. “Newlawsshouldreflectinclusioninallaspectsoflife,likeworkandeducation.”
AccesstoKeyAmenities
5. “LawsshouldmakeitclearthatsomeonewithASD(autismspectrumdisorder)cango
anywheretheywant.Iwasscolded3timesforbringingmychildtothelibrary.”