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I believe strongly that every child can and wants to learn. Thus I think it is important that parents and educators observe and understand the child’s strengths and needs before recommending interventions and support suitable for him/her.

Common learning disabilities like dyslexia, dyscalculia, auditory processing disorder and developmental language disorder may present themselves differently as the child grows and develops from their early childhood to their primary school years and beyond. At times, these are often more observable when the child reaches school-going age and the challenges faced become increasingly obvious as their learning gap widens. For some children, the impact of these learning disabilities are exacerbated if the home and school environments are less than ideal.

Having a structured tiered system of support is important and it can be strengthened through regular two-way communication and collaboration between the people who interact with and support the child - the teachers and resourced personnel in school, parents and when necessary, specialists from external agencies. Together, by leveraging the strengths of the child, providing guidance to develop and opportunities to demonstrate positive social and emotional skills and executive functioning skills, perhaps the child’s motivation can be strengthened, leading to academic engagement and a reduction of possible disciplinary issues.

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The journal article by Wang (2009) was an interesting read as it resonates with my experience as an early intervention teacher. One of the primary struggles that graduating EIPIC students face is that their parents insist on them entering a mainstream school despite knowing that their child might not be suitable or ready for it. Singapore's education system is demanding and children requiring SEN tend to lag behind their peers due to various reasons. While there has been advancements in how to cater to such students in the mainstream setting, we should work towards promoting awareness in parents to do what is realistically best for their child and putting less emphasis on societal labels and stigmatisation.

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I really enjoyed reading the article from SingTeach.

Coming from a mainstream preschool, I have heard many teachers saying they do not know what to do with the children with needs in their class. In the article, it has been mentioned that apart from being understanding, teachers can find out more about their students' condition, which will help them to customise their teaching for the child by tweaking their expectations and accommodating to their needs. I think that finding out more about their students' condition is a good start so that the teachers can understand and learn more about the child.

I liked how Sarina asked the children how they would like their teacher to treat them. It is important that these simple needs are met so that children understand that they are respected by their teacher. They would in turn, show respect to their teacher, friends, and people around them. I also agree that being in a mainstream school does not necessarily mean that the children do not have diverse needs. Every child has different needs that we need to try our best to support.

Something new from this article would be what they teach during social skills lessons. My understanding of social skills lessons, and what I have seen, are all about how to interact with peers, and the people around them. I did not know that students are also taught classroom work habits. This made me realise the importance of thinking in their shoes, and to see things in their perspective.

Lastly, I fully agree with the last paragraph of the article saying inclusion is about life, not just about people with needs, but including and caring for everyone.

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Over the years, significant efforts have been made toward promoting inclusion in mainstream schools. Compared to about 10 years ago, teachers today are more aware of students with diverse learning needs and are increasingly open to welcoming these students into their classrooms. The implementation of FSBB model has further shifted educators’ mindsets by ensuring that students with learning needs are evenly distributed across classes.

Drawing from Vygotsky’s social development theory, a child’s development and learning are significantly influenced by social interactions. Schools provide a rich social environment that can support the development of students with additional needs, offering them opportunities to learn and grow with their peers.

However, it is important to recognise the challenges these students face in school. While inclusion is essential, we must also recognize the barriers they encounter and explore ways to support them. At the same time, teachers’ readiness and training is important as well. Given their heavy workloads and commitments, teachers often experience additional stress, which can impact their ability to maintain an inclusive environment in their classrooms.

An important Aha point from the first session is that students with learning needs can also be the more knowledgable others in their communities. Their unique strengths can enrich experiences of their peers, fostering mutual growth and understanding.

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The class discussion during session 1 made me reflect on how complex and unique each student can be, especially those with learning disabilities. It was enlightening to learn that the term “learning disability” is widely used, but countries like the UK, US and others may use it in different contexts. Despite this, it is clear that there is no one-size-fits-all approach to learning disabilities. As educators, it is crucial to constantly adapt to meet the diverse needs of our students, whether they have special needs or simply experience learning difficulties. This also served as a reminder that these students are individuals first. Labels like disabled, student with special needs, or student with learning disbility and others should never overshadow their potential.

I found the conversation about Assessment for Accommodation (AA) eye-opening. While I am still becoming more familiar with Singaporean abbreviations, I realized that in the context of AA, it is easy to assume that providing extra time or accommodations is the solution to challenges. However, the real question is whether students are equipped to use these tools effectively.

This made me reflect on my own practices as a teacher at the conservatory of music - am I doing enough to help my students fully benefit from the support they are given, especially those with diagnosis? For example, am I teaching them how to spot mistakes on their own individual piano practices or theory books, in the same way I would work with typically developing students, or am I too focused on providing accommodations, like extending their classes for free, which does help but may not always address the core need? Does offering extended classes truly maximize their potential and cater to their specific needs? This has prompted me to re-evaluate my approach.

On the other hand, the analogy of equality, equity, and inclusivity also resonated with me. It is a powerful reminder that fairness is about prividing what each needs to succeeed and not treating them the same. Creating an environment where every student feels valued and capable should be given equal importance.

Lastly, the challenges we discussed such as bottlenecks in hiring support staff and the tremendous work that still needs to be done, as well as how the delicate conversations with parents must always be considered remind me that despite the efforts already made, the system still has a long way to go. As someone from a country with fewer resources and comparing other countries with Singapore, it is inspiring to see how far this country has come, especially in supporting students with special needs. However, is clear that the work doesn’t stop where it is now. There is still much to learn and improve, and everyone has a role to play and I feel motivated to do my part in making education truly inclusive and learning approaches more effective.

Overall, my main takeaway is to prioritize the individual needs of students over labels, promote inclusivity and support that empowers all learners to thrive by understanding and addressing the unique challenges each student faces.

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I’m feeling conflicted after reading the article "Should All Students with Special Educational Needs (SEN) Be Included in Mainstream Education?"

I’ve seen my students being called names like "stupid," "crazy," and "siao," or being unfairly judged by adults in the community just because of their behavior. It’s upsetting, but I also understand that in the past, people with special needs were often excluded and had little support or advocacy for them. Many were kept at home or placed in institutions, but that didn’t really help them.

The article talks about how including students with special needs in regular schools can help with social skills and communication. However, it also points out that these students can feel isolated in these settings, which can hurt their emotional and mental health. On the other hand, if we don’t include them in regular schools, will they still face the same judgment and exclusion that I see my students go through?

There’s no perfect solution, but perhaps a balanced approach could work. For example, students who can manage a mainstream setting might be integrated for subjects like art or P.E., while still receiving separate support for more academic subjects, such as returning to a special needs school for those lessons.

As society evolves (though slowly), I hope we will reach a point where children with special needs are no longer labeled in hurtful ways, and we can all learn to live together with respect. Hopefully, one day.

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Becoming an Inclusive Society - SingTeach article 

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Becoming an Inclusive Society - SingTeach article 

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After reading Prof Lim's article under SingTeach - Here's my Aha! Moment: The Power of Self-Awareness

It hit me that the most crucial aspect of being an teacher is to embody radical honesty and openness with myself. It's about acknowledging and confronting my own biases, prejudices, and limitations. This means being willing to explore how my upbringing and social context have shaped my perspectives, and how these may impact my interactions with students from diverse backgrounds.

This self-reflection can be a vulnerable experience, as it requires me to confront aspects of myself that I may not be proud of. However, it's also incredibly liberating. By accepting my vulnerabilities, strengths, and weaknesses, I can develop a deeper understanding of myself and others.

This Aha! moment has shown me that it's not just about being a good educator; it's about being a self-aware, empathetic, and inclusive individual who can create a safe and supportive learning environment for all students.

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Having read the articles and heard the different perspectives and sharing from others in session 1, it led me to my AHA moments, or rather my “Hmmm” (thinking) moments.

When we talk about transforming a community towards the direction of inclusivity, particularly on the education system in local context, we often wonder how inclusive can it get to? Inclusion can promote social interaction between students with SEN and the typically developing students. Nonetheless, it can enhance personal growth through building of self-confidence, belongingness, and improved self-esteem through opportunities I given to take part in the same activities as their peers. However, the definition of inclusive may differ in the perspective of different stakeholders. One can simply implies that being inclusive is to provide opportunities for students with SEN to be placed into the general education classroom during some lessons while another can interpret as having this child in the class by offering modified curriculum. The differences bring us to the thinking of the degree of inclusion. Are we looking at Full inclusion, partial inclusion or just opportunity for inclusion.

Strong debates and viewpoints would often surface from the involved stakeholder with the concerns of the focus on inclusion. Are the school able to meet the needs of the individual learners by providing the accommodation and support and not compromising the learning of others. This eventually brings us back to the orientation of equality-oriented education VS the equity-oriented education.

Fostering an inclusive and equitable learning environment can be challenging in the current education system in Singapore where we practice more of the segregated education system with the establishment of more SPED schools. Collaborative effort and balanced approach would then bring a possibility to successful inclusion. A need for curriculum reform is required to cater to an inclusive classroom in a general education classroom. Nonetheless, teachers training and support services are essential in welcoming the change as inclusion should not compromise the well-being of students with SEN needs. While in local context, we have positioned ourselves in the direction of inclusion, but questions such as “How are we interpreting inclusion?”, “What degree of inclusion are we targeting?”, and “How ready are we for the inclusion? (considering the resources and support services within a mainstream setting)”.

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My 2 Ah-ha moments

1. Varied learning supports to support students with SEN in mainstream primary schools

As an EI educator now working with children with low to moderate needs, some of whom have co-morbidity conditions and would eventually enrol in primary school, it is heartwarming to know of the various supports MOE has implemented to support students with SEN.

2. Idea of SEN learners visiting mainstream schools

There are some collaborations taking place between mainstream schools and EIPIC centres which are located within the same vicinity. For example, CPAS EIPIC and Park View Primary School for Transition Support. Greater collaborations between them are essential as schools work towards greater inclusion of learners with SEN.

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Inclusion is not just about special needs; it is for everyone.

This is something that resonates strongly with me. This realization became clear to me when I thought about how a simple ramp which was probably initially built for wheelchair users also benefits parents pushing prams or individuals pushing heavy shopping trolleys or even the elderly or the sick who are unable to climb up and down the stairs.

Similarly, strategies designed for students with special needs can enhance the learning experience for all students. For example, the Singteach article highlights how inclusive practices in classrooms, such as creating a positive and supportive environment, benefit both special needs students and their peers. Flexible teaching strategies, like breaking down complex tasks or modifying classroom arrangements, not only help students with ADHD or dyslexia but also support those who may struggle with anxiety or lack of focus. Encouraging a culture of acceptance and understanding among peers fosters social skills and empathy for everyone.

The article also emphasizes that recognizing diversity within the classroom goes beyond addressing diagnosed needs. It means being proactive in identifying and addressing the struggles of all students, such as a child from a foreign land adjusting to a new environment or a student dealing with personal challenges. These inclusive strategies prepare students not only to learn effectively but also to engage meaningfully in an inclusive society.

Inclusion, therefore, isn’t limited to accommodating special needs. It is about creating a space where everyone, regardless of their abilities or challenges, feels valued and supported. This shift in perspective transforms not just classrooms but also the broader community.

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Being a SEN officers, I believe the joy of learning is important whether the child is in mainstream or SPED settings. Educators play an important role in identifying students who may be struggling due to these conditions, and are encouraged to describe behaviours rather than label students.

It is also significance to create an inclusive classroom environment that benefits all students, not just those with special need. Students with lower abilities fall through the crack and they often feel neglected which affect their motivation and perseverance to challenge themselves to overcome the stigma and societal norms.

During last lesson, the discussion on People-first language is important as it emphasizes the individuality and humanity of people with disabilities, rather than defining them solely by their disability. To advocate and promote awareness in creating a more equitable society where individuals are seen for their abilities, not their limitations.

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My AHA Moment after reading about inclusion in mainstream school:

1) Inclusion is for all students including those with special needs.

2) It includes the revamp of the whole education system which would involve policy making; top bottom approach.

Back when my DISE years, which was like 14 yrs ago, I saw that we were just developing; still far way behind US, UK and Australia. But now, I see that our SEN landscapes has changed a lot and progressing fast. Thanks to the support of our proactive government.

3) Recruiting Teachers with a true heart and the readiness of having students with special needs in their class and therefore the willingness to equip and having the positive attitude when entering the class. This is the real challenge for them. It is not easy but doable.

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My AHA moment will be about the article on SLD (Understanding, Educating, and Supporting Children With Specific Learning
Disabilities: 50 Years of Science and Practice).

Specific Learning Disabilities (SLDs) have been recognized as a significant concern in the field of psychology and education. These disorders, which affect approximately 5% to 15% of school-aged children, can manifest as difficulties in acquiring specific academic skills such as reading, writing, and mathematics.

I was amused when they used to call SLD as "word blindness"!

In school, I do see more and more children diagnosed with SLDs (e.g. Dyslexia, Dysgraphia) and it is interesting to know a little bit more on how it has evolved

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My aha moment:

As a typical student growing up in pretty normal school environments, I have not actually played or studied alongside other children with special needs.

Then after being a primary school teacher, I also found that students with special needs are really rare in a typical mainstream classroom.

Therefore, reading about how Singapore has been trying to be inclusive and integrating children with special needs into the mainstream schools made me realise how far we have come since Mr Lee Hsien Loong announced his vision of Singapore as an inclusive society in 2004.

Initially, I had wondered why this integration was so important and whether students with special needs should study in specific special needs schools which cater to their needs. However, I am now more and more convinced that an inclusive society is the way to go.

I am moved by the interview with Mr Levan Lim where he talked about how one will not grow to have coloured lens when one plays and lives alongside another person with special needs. It will become a norm of life to have to cater to the persons with disabilities and there is more openness and honesty than prejudice in the society. I hope we can continue to reduce the labels and overall stress about this integration of children with special needs into mainstream schools and start thinking about how to make the integration possible instead.