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What can we do for a student who appears to have emotional and behavioural needs but for which we are not able to pinpoint a cause as the signs are ambiguous, i.e. student does not seem to have ADHD, ADD or Autism?

Sun Jinyu
GMSP

Reply: We need to focus on the needs rather than the diagnosis as that will help us focus better in supporting the students. So it does not really matter so much if we cannot pinpoint on a cause. Do use APIE and EF as a team to look at all the factors and triggers. Then you will be able to better address the needs and many a time, the cause(s) will surface as well. The more serious the issues faced by the student, the bigger your team should be - e.g. to also involve the MOE EP. Thank you.

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It is important to provide an inclusive learning environment and everyone plays a part in making this happen. There will certainly be challenges along the way but with support from all stakeholders, we can build a stronger culture of inclusivity and support for students with SEN.

Sun Jinyu
GMSP

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1. Every child is special in their own ways. They can all learn in different ways. The teacher must be reflective in own practice and adopt different strategies to cater to SEN pupils.

2. Partnership with parents is extremely important. Every parent is also first time being a parent, some are learning to parent a SEN child too. Give  time and grace to the parent and the child, learn to see from their perspectives and share ours candidly, with tact. Also, give grace to oneself as we take on this role and journey with the child.

Katherine
SCGS Primary

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I agree with Dr Sharifah that it is very important for teachers to have the support and training in being more aware of individual needs of the students especially when teachers are new to the fraternity. So getting full support from the school network, having a group of teachers, SLs, year head, school counsellors, TSN, AEDs, that can support classroom teachers in understanding SEN students to build teacher capacity is crucial. So that teachers too don't feel alone, that there is a group of network that she can reach out to. Additionally, of course to be able to have strong support from parents that the school can work together with as a team, for open communication will help in planning and intervention to help their child's learning.

Nurlina
Tampines Secondary School

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Inclusion of SEN into the society is the way forward for Singapore to be inclusive. Understanding differences that exist between individuals and how these differences can be overcome should start at a young age and an inclusive education would support these. This would put some strain in schools initially as they get ready the structure necessary to support the rich interaction between students. The idea that no needs is higher or lesser than the other, be it the needs of a SEN student or mainstream student, might be something that has to be taught and embraced by all stakeholders. No one is better than the other - everyone has a need to be met and everyone needs kindness and compassion. Every hurting/struggling individual needs empathy. Open and frequent communication is necessary between various stakeholders as schools define and refine the structure for inclusive education. It is important for all to have an open mind and to consider the needs of all students in totality when building this structure.

Angel Yang
Bedok Green Primary

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As mentioned, about 4.5% of total student population in mainstream schools are SEN students. Which means mathematically in a class of 40 students, there should be 2-3 SEN students on the average. This scenario is very manageable and good for teachers to help integrate and include these students with their class. However in some classes we have as much as 50% of the class being SEN students, especially NT stream classes.
Wouldn’t this tip the balance over for the teacher to manage? Making the class a boiling pot and ticking time bomb with incidents occurring almost every other day.

I understand there is no systemic way to resolve the allocation of students other than splitting the class into smaller numbers... or are there other solutions available now?

~Khau Lip Sing, Assumption English Sch

Reply: Do recall what DSEN said that we should not suffer alone. Do engage your school team to discuss further on this. Do engage your AED LBS to also help the class set up a good working system and I am sure your school counsellor should be part of your team too to provide additional support.

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More parents are aware about inclusive education but is there a way where we can reach out to them so that they can share inclusive mindsets with their children?

Nirmawati Abdul Rahman
Oasis Primary School

Reply: Setting up platforms e.g. inviting parents who understand this to speak to children (in this CoVid times, we may want to invite zoom speakers to live stream in class) and some schools have a day to celebrate differences (setting up booths etc).

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Having an expert sharing on a public platform is one good way to educate the public about special needs. The sharing from the listeners also make the whole experience very real. We should have more of such interviews to create awareness. Recently, there are also videos showing the struggles of parents with SEN children as well as how these SEN children cope in they daily life. They are eye opener and I shared one with my class, in the hope for them to be more empathetic and inclusive.

Nirmawati Abdul Rahman
Oasis Primary School

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Having some SEN students in mainstream school is good as it provides a platform for teachers to inculcate values such as Compassion, Empathy, Teamwork, etc.
All teachers should be trained to have this paradigm shift to see the value the SEN students can provide for the community.

Khau Lip Sing
Assumption English School

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What more can we do to bring parents on board? It is challenging to support the child when the parents are reluctant to disclose information or go for assessments?

Kalaivani K
Reply: Do get people who may be able to reach out or have more "connections" with these parents to help you speak to them e.g. as a mother to a mother or as a principal to a parent etc. Again, it is important to plan your approach to engaging parents - perhaps we need a course to do this.

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These are my key takeaways:
1. Early intervention is important and for this to happen, we will need parents' support to disclose the information regarding the child. This will enable the school to make the best preparation for the child.

2. All these support systems are not just about surviving school, its about living this life successfully. Therefore, we should equip all children with the necessary skills to live as an inclusive society.

Kalaivani K

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Having a group of trained students to help the SEN studentS so as not to fatigue a one allocated buddy is great. But are there any good resources we can tap on out there that we can use to provide such training platform for them? At their level, how can we impart knowledge and handling skills to support the SEN students and having them to be sensitive, compassionate and supportive towards their SEN friends and have a positive mindset?

Janice
Ping Yi Sec
Reply: I did share something on the buddy system on the other padlet. Do check it out. If you need more input, please email me. Thanks.

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It is heartening to know that there is an increasing awareness of special needs. I am also glad that parental involvement is highlighted in the discussion and advice (e.g. providing school with child's profile earlier, choice of school) is given to parents on how they can better support their children to make learning positive and help them thrive.

Chin Hwee (Westwood Pri)

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I am very moved by one of the callers, Mdm Lucy's sharing on her son's classmate who had left to a SN school. She is an epitome of an understanding and non-biased parent. From my working experience with SN students, I do have difficulty in explaining to other parents and seek their understanding when their normal child got vindictive treatment by a SN student with behavioural issue. How do I call these parents to explain about the situation that their child was victimised by a SN student and seek for their understanding?

Siti An-Nisa

Reply: It is always much tougher when we have to rectify situations. That is why we always try to pr-empt and do the all the necessary possible in our classroom routine, set up, multi-sensory lessons and build rapport, set up plans for buddy etc and nurture a positive classroom culture etc way before - this is what I term as "Save for a rainy day" - to do all these BEFORE any triggers. When we need to rectify, if incidents happen, we can fall back on the rapport and system of communication already set up with parents and this will make it easier. However, try not to email such situations or there may be a barrage of emails and the way we phrase it may unwittingly allow parents to take us to task. We will usually carefully plan (and do it first before their child tells) and then give a personal call. We also need the back up of our RO/SL for them to be in the know so that should things not be resolved as deemed by parents, our RO/SL already knows about it and can support us or rectify at their end. We need to assure parents that system is / will be put in place, and close monitoring will be done (do ensure that the triggers are removed and monitor closely to prevent a second happening - to bring up to the team to discuss the best resolution for this). To work with the student (with the support of the AED LBS) and the 'victimised' peer as well. The parent of the student with SEN would also need to be spoken to and get support to work on the 'rectification plan' set up so that there is a more remote recurrence.

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In the Ecological Framework, we have the peer factor and tapping on this resource by training a Circle of Friends (COF)to support a child within the school.

How do we ensure that peers only step in when necessary and do not over do it, so that SEN students can gradually develop independence?

(Sony Rajan, Unity Secondary School)

Reply: In our training for the peers, and subsequent review and monitoring, we have to teach and guide the peers. Also in the plan for such scaffolding (COF), we must also plan such that there is gradual removal of this scaffolding and we need to have check points to see if our student with SEN is more ready. We must not be too hasty as if the student is not ready, and scaffolding removed, we may go back to square one.

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Dr Sharifah’s sharing on inclusive education in mainstream schools highlights the support system that is available to make Teachers of students with SEN feel confident that they are not alone. They can tap on the expertise of AEd  LBS and the advice of core group of Support Personnel to better support SEN students. There was also discussion about how promoting inclusivity in mainstream schools is mutually beneficial for both SEN children as well as their peers.

(Sony Rajan, Unity Secondary School)

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Partnership with parents of child with SEN is definitely crucial for his/her holistic development. Often at times,  I have encountered parents who are afraid of the child being labeled and hence, rejecting any form of assistance. This does not benefit the child in a way in the long term. There needs to be greater awareness/ acceptance for a more inclusive society and a change of mindset.

Yulianty
Cedar Primary School

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Realized my previous post was not captured..

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Realized my previous post was not captured..

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Hearing from parents of SEN students calling in is a bit heartache. When a child is conceived, parents have great hopes for the future of that child.  When a child is diagnosed with special need, it can cause a great amount of stress to the whole family. The path for the child will be a bit more difficult, the future of the family will not be as easy too. To move towards inclusive society is not giving grace to the families with SEN children, but to live together with all other human beings with equal dignity. Teaching empathy to children from young and let them live and study with children from SEN background in mainstream school is a good way to inculcate it. Looking forward to the new CCE syllabus.

Li Hui
Princess Elizabeth Primary School

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Support of parents and understanding from students in the class are the key to helping to create an inclusive society.

Imran Shah
Changkat Changi Secondary

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Need to balance needs of the different types of students involved. Also important to work with parents to help student needs.

Louis
Maris Stella High School

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Hi, the audio mentioned that teachers are equipped with some skills to deal with SEN students.

My question is how accurate is that now in NIE, and how much is covered?

I did not undergo any sort of related modules when I was there years ago, and this information may help when I work with newer teachers facing issues with SEN students in their classes.

Iskandar
Changkat Changi Secondary

Reply: From the time STP was introduced in 2018, there is also the introduction of a 16-week Pedagoical Practices Module for all teacher trainees in NIE which include topics of DI and how one can cater to those with needs in the class.

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Supporting All Learners in the Classroom

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Supporting All Learners in the Classroom

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I think it is important to take into consideration of the learning needs of both SEN and normal students in the classroom.

Often, I either found myself caught in the situation where I am too focussed in serving the need of a few SEN individuals. This would withdraw myself from attending to general need of the other students as well. For example, identity building.

One of the effective strategies mentioned in the classroom was training the peers in the classroom to help the SEN students. I think we can explore more into that.

Ming Fatt
Tanglim Secondary School

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The needs of students of special needs are important but we also should not neglect how we can cater to the rest of the students.

Janice
Ping Yi Sec

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I think there are two aspects to this.

1.

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I believe in providing the students with the essential support in school and at home and gradually guide them. However, I am often curious about what I can do further to help prepare my students with SEN for the future (e.g. ensuring that they are ready to face challenges).

Sheena Ng
Nan Hua High School
Reply: Qualities of resilience and adaptability and other coping strategies as well as a belief in themselves and their strengths will stand them in good stead to prepare them for their future.

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How do we balance between meeting the learning needs of the majority vs the few?

Personally, I do believe in trying our best to cater to the needs of even the SEN students. However, the pressures of school eg. meeting syllabus requirements, assessments, etc. do make this balancing act a little tougher.

Alif Zulhilmi
Elias Park Primary School
Reply:  If we are inclusive, and use good teaching approaches, we will aim to meet all/ most needs and not just those with SEN. But all will benefit, including those with SEN.

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How does one find the balance to meet the needs of the child with special needs and the needs of the other children in the classroom?

Sharon
Palm View Primary School
Reply: If we are inclusive, and use good teaching approaches, we will aim to meet all/ most needs and not just those with SEN. But all will benefit, including those with SEN.

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There are more children getting diagnosed with special needs. There is a certain level of awareness in the society. However, not all are understanding and accepting. Should we teach the SEN students to be ready for such societal bias?

Belinda Christian (Mrs)
Reply: We should teach the whole class that we should respect diversity but in society, some may not be ready, and to teach them how they (with or without SEN) should respond to these unkind remarks or attitude accordingly.

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It is a timely reminder for teachers - sometimes, we may forget the needs of other children in the class, and only focus on the child with special needs. The needs of every child is equally important.

Sharon
Palm View Primary School

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1.When resolving conflicts between  a student with special needs and mainstream student, we need to look at both needs of the students. We should look at it as a opportunity for both child and parents to learn. We need to dissolve in a manner that looks at both parties and resolve it in a positive way.

2. Teachers needs to feel supported in the school to know that they can reach out students with special needs. Parents are the one of the most important support. In this way teachers will feel empowered to carry out their duties.

Daphne
Fairfield Methodist School (Secondary)

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A SEN child thrives best when support meets the needs of the child. It is crucial for the school to collaborate well with the parents and vice versa. It will be an uphill task for teachers if parents refuse to acknowledge that their child has special needs.

Belinda Christian (Mrs)

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Parents shared that their child developed empathy towards those that are different from them. This is heartening despite the many challenges that a teacher has to faced in a very diversified classroom learning environment.

Weng Kit
Hillgrove Sec

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Teaching isn't so straight forward as before.

How can a classroom teacher be more inclusive without compromising the rest of the classmate's learning?
Reply: Do refer to the other padlet for ideas on how a classroom can be inclusive.

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1. Adopt a mindset of Every child can learn. Every child learn differently.

2. Partnership in supporting SEN students is essential. All key stakeholders (Parents, School, community) involved can help provide the resources and authentic learning experience for them.

3. Teachers of SEN students can be well supported through TSN trainings and extended support via AED, CMT, SDT. This journey is a marathon and teacher's self-care is important as teachers with SEN students will need alot of patience and love in managing the challenges.

April Yew
NorthLight School

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I am curious about what happens when a child with special needs transit to adult working life. This reminds us of the importance of educating our special children with the necessary life skills. However, the individual is left very much on his/her own as an adult. What are the opportunities available for such individuals? What are the resources available for them to seek help? I do understand that organisations like the IMH do try to absorb some of their ex-patients as employees. What can other organisations do? This will help me to better prepare my students with special needs.
Yoke Ung
Woodlands Sec School
Reply: Though much needs to be done in this area, there has already been efforts to support adults with SEN. Programmes for adults with disabilities range from vocational training and job placement services to care and rehabilitation services. These services together with a host of integration support services aim to promote inclusion of persons with disabilities in the community to enhance their quality of life.
For a complete list of services and resources, please visit www.sgenable.sg

Enabling Masterplan 2017–2021: Caring Nation, Inclusive Society
The Enabling Masterplan is a five-year roadmap that guides the building of a more inclusive society. The 3rd Enabling Masterplan (2017-2021) has recommendations to improve the quality of life of persons with disabilities, support for caregivers, and build a caring and inclusive community.

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Every child is unique.
Every SEN child is unique, and we have to put in more time and effort to understand them, so that the best measures (physically, socially, psychologically) and monitoring process can be implemented for them.
To me, a minimum of 1 AED LBS and the minimal number of teachers being trained in each school are insufficient at the moment. With all the other tasks on hand, the time and energy of the teachers will not allow them to focus and prioritise on these students, which really need the prioritisation from the teachers.

I guess we really need a little more support in order to better support these SEN students.

Thank you.

Regards,
Tay Tze Rong
Palm View Primary School

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With the increased effort to build core groups of teachers to look into and support the others in handling students with special needs, the task still feels very daunting.

It's comforting to hear that effort had been put in to make teachers feel more empowered and know that they are not alone, but many times, the sense of being on a battlefield, almost daily, hovers.

Sandy Low
St Andrew's Junior School

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Information from parents is really crucial. As mentioned by Dr Aljunied, when parents are forthcoming with the needs of their children, it will help the school plan better.

Just to share from experience. During Orientation Day for the pre-P1 students last year, our school discovered a few SEN students in the same class. Only one student's parents informed the school, the rest were only "discovered" during the teachers' interactions with the class. Fortunately, the school has a little leeway to react and managed to change class for one so that the P1 FT will be able to better manage the SEN students.

Tan Chay Shwan
Casuarina Primary

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How do we explain to the class if the particular student is behaving/acting in such a manner?                                                   

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How do we explain to the class if the particular student is behaving/acting in such a manner?                                                   

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Reply: Please refer to the other padlet for more input. Please start (without the presence of the student with SEN) with explaining that everyone has needs and that based on the school's values, how should they respond to one another. Then to state that as a member of the class, we need to help one another and that you have put in place (you must have put in place then can share this) a system to help, so that everyone can learn well and in a good environment. To start and monitor from there. A small group buy-in should be possible after this, then grow this group to influence more.

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I strongly agree that partnership with parents is key and there must be ongoing collaborative dialogue with school and parents. And the more information that parents share with the school, the more customised and targeted the support is.

With medical advancements and increased awareness, more children are getting diagnosed. However, I do encounter parents who do not want their child to be diagnose and therefore labelled, citing that he/she will be able to "grow out of it". Then it really becomes a sticky situation as the child is being deprived of targeted support.

So the larger picture here is to have a more inclusive society, and to achieve that is an inclusive education in reshaping mindsets. I have experienced in my previous school, parents who were upset that "concessions" were given to their child's SEN classmate, which affected the learning environment of the rest. Teachers and SLs had to mitigate the situation and glad to learn that the approach was to build empathy among the students. There is definitely more to be done to build an inclusive education and society.

Mario
St. Gab's Sec

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It was touching to hear a parent's insight on how he wants his child to be accepted by the classmates and how they can learn something valuable if they can interact and be empathetic to students with special needs. However, in a situation where a class with a group of students with special needs, how do we balance teaching the other students that there are a few different kinds of special needs, and there are different strategies to handle each and every special need. Would it be overwhelming for the students who try to accomodate? Especially if they are in a stage where by they too are concern more about themselves than others.

Farah Diyanah
Sembawang Sec
Reply: Just like the teachers - when I strongly advise to work in teams, for peers too, it is best to form a team as lone buddies can wear themselves out and become ineffective and in turn have higher needs too.

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Preparation is key if we want to nurture a student with special needs and these preparations begin right from the very beginning when the child is registered into a school. Everyone needs to know the different points that their decision is crucial. For parents its when they choose schools, for school leaders and year heads, its when they delegate the students into the classes, for teachers when they prepare for lessons. When everyone plays their part, this is when students with special needs can reach their maximum potential. Everyone needs to understand this so that the child can be given an equal opportunity to excel.

Farah Diyanah
Sembawang Sec

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Since there are more effort integrating SEN students into mainstream education currently, when will schools be ready to discuss about SEN with the rest of the students openly? I understand that we might want to avoid stigmatizing or labeling, but I feel that there is a lack of awareness among students (e.g. some students just see that SEN students have special privileges). How can we as a school/nation move forward and at which level/stage introduce the topic appropriately in mainstream education?

Qinjin
Blangah Rise Pri
Reply: Schools should have a whole-school approach to promote acceptance of diversity and to value differences. This should be the start and it can be done as soon as is possible.

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It is good that there is a core group of teachers trained to help the SEN students. However, how do we ensure these TSN teachers have the time to co-work with other classroom teachers as these TSN teachers are often with their own classes. It might be good if there is a systematic offloading of TSN teachers for them to help other teachers.
Tan Chay Shwan
Casuarina Primary

Reply: Let me direct this to DSEN in the dialogue.

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Dr Sharifah mentioned that there is a core group of teachers who are trained in special needs up to certification level. I am wondering if there might be an opportunity for teachers to have work attachment in SPED schools so that we can learn from the teachers as well as the structure that is in place to help students with special needs. Perhaps, that can be part of a module requirement where collaboration can be done.
Thank you.

Adeline Ong
Cantonment Primary School
Reply: Will bring this up at the dialogue for you.

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Awareness level within the teachers is really important because teachers plays the key role in helping these SEN children. It's really good that training and resources are put in place through courses so that we can better understand the needs and find ways to continuously move towards building a more inclusive environment for them.

In the audio, it's shared that "A teacher feels more empowered if he/she feels that it is not alone". I feel that this is extremely important because sometimes we need the assurance/help from the various stakeholders, people who have decision-making abilities to help build a successful support system to help the child.

As a teacher, I also feel that it is important to create awareness within the rest of the class and view it as a teachable moment to empower the rest to do their part within the classroom setting.

Jie Ning
Woodlands Ring Primary

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Gaining the support of parents of students with no SEN

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Gaining the support of parents of students with no SEN

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How can we get the support of the parents of the other students (with no SEN) on board the idea of inclusive education? And that the students with SEN are not a burden that hinders the progress of these students with no SEN?
Teo Hwee Ping
St. Gabriel's Secondary School

Reply: I have shared research evidence in the other padlet that students without SEN benefit from having classmates with SEN. This is the first stage for 'buy-in'. Then to work with those who are more understanding as a core group - then work your way 'outwards'. Showing evidence and getting parents to convince parents work better. Also you have an excellent AED LBS who can advise further.

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This is one of the biggest challenges - making sure that the SEN student who has caused hurt/harm to others during a meltdown understands that his/her actions has consequences. We usually take the stand to address the key reason why the meltdown takes place to begin with.

However, the more stimulated/triggered (or younger) the student is, it is more challenging to make them understand. At times, the gap between the harm and the consequence can be long as meting out consequences without the student understanding how it hurts/harms others, would be counter-productive. Unfortunately, at times, it's the parents of the bystanders who become agitated that their child is in a class with a "volatile" SEN student. What can we do to engage them?

~Siti Nurfarah [Tao Nan School]

Reply: Your team will need to set up the necessary - from reduction of triggers (scan the environments - follow the Ecological framework) to a systematic guidance (via your AED LBS) on self-management. Then once things are set up, to engage parents and assure that system is in place (often with the help of SLs or key CMT members), and close monitoring to ensure that the safety issue is addressed first before looking at the other challenges faced by the student with SEN.

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1. Importance of partnerships in the collective effort to develop SEN students to their fullest potential. The various factors that have positive impacts on these students and their future.
2. Collective Teacher Efficacy through Teacher Training and Core Team Network Support. Teachers to continually hone their T&L strategies and working in collaboration with others to support SEN students.

"It takes a village to raise a child....
It also takes a village to raise itself"

Yusri
Punggol Secondary School

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Dr Sharifah talks about partnership with SPED schools. My question is how is the partnership with SPED schools done?

Reply: Do check out this link: https://www.straitstimes.com/singapore/education/more-schools-join-hands-for-lessons-on-inclusivity

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My key takeaway from this is that the support given to a child must meet his or her needs. I think when I'm able to identify the needs of a the child, I will know what is the most effective form of help or support.

- Vasaantha (Fengshan Primary School)

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A key point that I resonated with me is the "ideal situation" that Dr Sharifah shared - Every teacher a confident teacher who is able to handle any SEN student because he/she is well-supported by the school. As a member of CMT & SDT, I am made more aware of the evolution of services provided to enhance schools' and teachers' capacity to cater to the demand and evolution of the ecosystem. With this, we can better engage our SEN students and stakeholders to ensure that our SEN students have access to the support that they need to achieve their dreams, beyond primary school.

~Siti Nurfarah [Tao Nan School]

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Not every student is patient to help or want to understand their peers with special needs in class. Hence, what are some ways to engage this group of students so that they can experience, to build up their empathy for their special needs peers?

Jennifer
Tampines Secondary

Reply: We always start with building the whole class culture first to be empathetic and caring, and then start with your group who is already "on your side", and then branch out via teachable moments, and have heart2heart chats with the 'informal leader' if any in this 'reluctant' group - to slowly make "inroads".

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Working together with stakeholders and the wider community to achieve a truly inclusive education

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Working together with stakeholders and the wider community to achieve a truly inclusive education

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Listening to the audio on inclusive education with Dr Sharifah has made me realise that teachers are not the only people involved in creating an inclusive education environment. Teachers are important, but the task of creating an inclusive education landscape can be very difficult, if other stakeholders do not come onboard the vision of creating a truly inclusive education landscape. For example,  providing training opportunities for teachers in working with students with SENs, parents coming onboard to provide information on their children with SEN and having open communication with the teachers who are teaching their kids. Having an inclusive education, does not only benefit the students with SEN, but also the other students in the mainstream schools because they learn values like empathy. Let's strive towards having an inclusive education for all our children and develop them to their highest potential.

Teo Hwee Ping, St. Gabriel's Secondary School

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Through the sharing, I remember my own encounter with parents who have a child with special needs.  Parents with SEN usually have apprehension with sending their child to school. Some may even have concerns with revealing their child's diagnosis. Parents will usually suggest that teacher's treatment towards their child be covert, hence the difficulty faced by teacher on handling situations without revealing to classmates that the child is special. Thus, I am heartened that there is more emphasis, not just in schools but also mainstream media to educate and equip us in handling parents and children with SEN.

Terence
St Gabriel's Secondary

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It seems that many parents undoubtedly agree that there are benefits both for the SEN student as well as his/her schoolmates, when we work towards the vision of inclusive education. I do agree that both parties can pick up important life skills when they learn to interact and support one another. It does really come down to whether the main focus of education is just on academic results, or also about character building. Fortunately for me, I have not had many parents voicing concerns about their children having SEN classmates. I know it takes time, but hopefully these students with SEN classmates will become parents who would further encourage their children to interact and support their SEN classmates. I believe this vision would be possible if educators are trained and equipped to provide a positive learning experience for all in our classrooms today.

Qinjin
Blangah Rise Pri

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Teachers' capacity. Disclosure. Support.

I truly appreciate the support of having a LBS personnel in schools to help teachers better understand the individuals with special needs. I have personally learnt a few strategies from my LBS in school to manage and communicate with my student from my form class. I feel more empowered in knowing how to handle when there is a case of melt down.

Having to handle a class of 35 individuals with mixed abilities, being equipped with knowing how to handle special needs students is important.

Aside from teachers' capacity, it may be good for schools to roll out programmes within the CCE curriculum to help students understand more about the different types of disabilities and how to react. In my opinion, students have a very narrow view of what special needs really mean and why students with special needs respond in a certain way. Hence they end up teasing them and responding in an undesirable way.

Hence, if students have a better understanding, they will be able to support teachers in the class too.

Jennifer
Tampines Secondary Sch

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Having circle of friends (peer support) to interact and handle the SENs are indeed effective. It helps the SENs feel included. It also helps to encourage social interaction between the SENs and others, thus both ways, it also creates positive awareness about friendship with different individuals.

However, as a teacher, I feel for the group of students that I tasked to be the circle of friends. Sometimes I can see their frustations. They asked if they can change groupings. I feel that I have burdened them too. I even have parents who approached me to ask if the child's relationship with the SEN made their child feel it is ok to display undesirable attitudes (e.g shouting when they dont get what they want, etc).

How can we mitigate negative impacts from this circle of friends (peer support) strategy?

Nur Azura
Riverside Pri Sch

Reply: It is important for the teacher to train and prepare, as well as monitor buddy well-being too. It is best to appoint a group (team), rather than having a single lone buddy. Try to rotate buddies in the 'team' to prevent buddy burnout. Also only use buddies when the student cannot cope and to slowly get the student with SEN to be more independent and resilient via explicit training (with buddies still around to support as a safety net). The student with SEN can also be given the opportunity to assist others as well - if there is such an opportunity or to create such opportunities for him or her.

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There was a part in the Q&A where someone ask how teachers were to manage large number of SEN students coming into the pri sch. While Dr Sharifah's response was in primary school, school would have received the information early and place them in different classes so that they will remain in small groups.

As a Secondary school teacher, a Sec 1NT form teacher this year, i have a large number of SEN students (more than 10) in the class. I think one of the reason was, there is also only one NT class in every level, thus, unable to spread them. Banded classes for different subjects will help the different teachers but there are still certain subjects that has no banding.

Lisa

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I notice that peer support for SEN students work. If they are in a class for SEN students, they thrive. How then do we know, when we can integrate these SEN students back with their mainstream peers in order for them not to be seen as "disabled" or "unable"?

Reply: While having such "scaffolding" like in the pullout class, we need to also plan for withdrawal - based on review and evaluation - so we need to find opportunities to slowly get the students to mingle for some classes or subjects (but to prepare and teach them and do it gradually). Best to start with non-core subjects or subjects that they like (to also prepare them well for it) or subjects that they are better at, so that others see them as having strengths as well.

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Collaboration between school and parents.

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Collaboration between school and parents.

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"It is easy for you to say, because he is not your child." This were the words of the parent of an ADHD boy when we suggested an intervention plan for him.

There are many different kind of parents. But how nice would be if school and parents can collaborate, with the child's development at the best of our interest.

I have encountered parents who willingly shared info about their SEN child and even shared certain strategies on how to manage the child during meltdowns. They even offered home-school partnership. This helped my team and I alot, not only in the scope of our work, but mentally, we are stronger for 'it takes a whole village to raise a child' clearly materialised. However, there are also parents who knows that their child is special through testing, yet refused the diagnosis and insist the child to be treated like other students. This confused the child even further and made it even difficult for us.

Nur Azura
Riverside Pri Sch

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Whilst we are harping so much on the inclusivity of SEN students in schools, it is seen that there are avenues to support teachers for SEN students, there is also
awareness that schools, family and the community play a part to help the children with special needs. However, there needs to be a buy in from parents in order to help parents have confidence in the education systems that we are working together with them to help their children.  The child is always in the centre of everything.

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My takeaways for Inclusive Education:                                                                           1) Parents with SEN child, should share information about their child with the teacher so that teacher is prepared and able to plan the next step.                                   2) Parents and teachers should have an open communication whereby feedback is accepted readily.  3) As teachers, we need to be able to juggle the needs and emotions between SEN and mainstream students. With sudden meltdowns, it impacts both group of students.  

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My takeaways for Inclusive Education:                                                                           1) Parents with SEN child, should share information about their child with the teacher so that teacher is prepared and able to plan the next step.                                   2) Parents and teachers should have an open communication whereby feedback is accepted readily.  3) As teachers, we need to be able to juggle the needs and emotions between SEN and mainstream students. With sudden meltdowns, it impacts both group of students.  

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Lediana Sembawang Pri

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If we were to get the number of peers to specifically join in he intervention, how do we get the approval by the stakeholders? How do we also know that these pupils are the best "candidates" in the planning and not the others?

Nirwana Haliza
Unity Pri Sch

Reply: We will need to get agreement and buy-in before we can 'implement'. Thus it is important to discuss as a team and plan accordingly. With a better perspective based on group decision, we would be able to source for suitable peers to support. Via peer training, we can also have a good sensing if they will be able to carry out their duties well.

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Will the environment outside of their classrooms be as inclusive?

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Will the environment outside of their classrooms be as inclusive?

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While I'm more aware there have been strategies to leverage on the peer's support in the classroom, I do ask myself if these circle of friends relationships goes beyond the classrooms?Are there anyone who have heard of such stories & would like to share?
At times, I feel that pupils who have been identified to be the circle of friends or buddies might feel obligated to this task. Hence another question that I ask myself is, as an educator how else can I instill in my pupils values that SEN pupils do exist and that they too are struggling to accomplish goals in their life, just like other able people.

Shahidah, Woodlands Ring Pri

Reply: This is such a wonderful takeaway and a great reflection!  Yes, I hope that others can share wonderful stories of relationships which went beyond the classroom too.
What we found though is that such peers learnt good values and good life lessons after being a buddy.

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I have to agree that it is best if parents agree for the child's needs to be disclosed to the teachers as early as possible rather than surprising the teacher on th child's condition in time to come. This will definitely benefit the child and at the same time support the teacher's  and the school team's planning.

Nirwana Haliza
Unity Pri Sch

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More than teaching, the role of an educator has expanded to support SEN kids in mainstream school. This may not be an easy task for teachers as we have to wear many hats in school and in our personal lives. However, we cannot ignore the fact that the demands are increasing and educators do need to step up! Recognise that we play an important part to support both SEN kids and parents to transit into mainstream school. I recognise that there will be different learning styles but when I look at the big picture of an inclusive classroom, school and eventually an inclusive society, it is heartening to know that everyone played a part to show love and kindness to people around us. As educators, we play a major role in all our students lives, grooming and nurturing them to be a person of character. I also gathered some thoughts on my school's implementation after hearing the audio. Does my school have a core group of SEN teachers that teachers can readily tap on them for help and support? Orientation for SEN kids and their parents. The talk was very helpful to my learning!

Cheryl
Fuchun Pri

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After listening to Dr Sharifah's audio, I feel heartened that there is this open communication with the public about the SEN situation in schools. This is very positive as there is more awareness that schools, family and the community play a part to help children with special needs. I am also glad that there is an emphasis on supporting the students' needs such as the choice of schools. This helps the public build confidence in our education systems that we are working together with parents to help the children. Teacher training, engagment of AED LBS and peer support help parents build confidence that the potential of the children can be maximised in mainstream schools. It is also very touching to hear from the parent who says her child's classmates were sad to know that their classmate was leaving them after 4 years. This shows the strong bonds that students with special needs can build with other children in our mainstream schools. As educators, we should all work towards providing a positive school experience for every child.

Adeline Ong
Cantonment Primary School

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I liked the idea of having classmates to support the child with SEN needs. This helps them to learn empathy as well as embrace diversity. I have tried this strategy in various degrees of success in different streams. In NA and NT streams, it is challenging because we will have instances of labelling as well as name calling in class. Is it just me facing this challenge for the Normal Streams or could there be a better method to go about to implement this?

TayWee Leong (Bukit Merah Secondary)

Reply: We really need to work much harder for NT/ NA students as they have had many more negative experiences from young and as such, we need to rebuild - their self-confidence, self-belief, self-esteem, empathy (and not bitterness - as they may have "learnt" from negative role models), and then we can help them grow empathy and belief in others again (be it adults or peers).  Then we can start to get them to have better student peer relationships.

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I agree with Dr Sharifah Mariam Aljunied with parents being transparent about their child's needs in order to facilitate the child's transition in the mainstream school.
As a teacher, I feel more assured & gain more confidence that I have more support & resources at hand to teach a child with different needs. I agree with the saying that it takes a village to raise a child.
Nonetheless, it would still be a challenge to engage these special students & at the same time provide a similar attention to the other students in the class.
Having said that, accountability is mine to ensure that ample learning opportunities are laid out regardless their abilities.

Shahidah, Woodlands Ring Pri

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*Another invisible Hand*

Based on the Ecolological approach to understanding learning and behaviour, I couldnt help but think that in current times, there is another invisible hand that directly impacts the classroom. In my times, the classroom and peer interactions stops when the bell rings, however, with technology and the internet, the peers and even teacher interactions continues online through class chats and peer chats.

From the lecture, my thoughts on the teacher factor upon reflecting a recent incident with an SEN student was, drawing a line between disciplining and giving empathy and benefit of doubt. To give a background, this SEN has behavioral issues. As his persistent wrong behaviour cases are brought up to discipline team, I struggle on my end to think this SEN boy does these actions because he is SEN or because he has wrong values and he needs to be not just corrected but to be disciplined. I know of another case in my school where we gave different set of lighter consequences to a particular SEN. If some other parents are to know what this SEN boy has done and has not received the perceived justified consequences as for any other "normal" students it might be deemed unfair. I personally feel it will always be a case by case basis. But my worry is these case by case basis is growing larger. Another concern is also are parents & SEN students using their SEN to negotiate lighter sentences? There are of course many genuine cases of anger management which is legitimate.
No doubt all these questions and case by case basis can be tackled when the teacher skills and experiences level up as the years goes by.

Lisa

Reply:  Good point! As mentioned by DSEN, there must still be consequences and what is important is for us to teach the student what to do via explicit teaching, behaviour contracts and reward system (such that he or she will reduce such misbehaviour), and  stating agreed upon consequences. Teaching via a systematic plan for the student to follow certain norms will be most crucial. We will focus on the most immediate issue to correct (usually if it threatens safety of self and others) and after it has improved, to follow suit with focusing on the next one or two issues.

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1. A student's experience is highly dependent on how skillful a teacher is. Increasingly, there are more students with special needs in school, we need to actively help develop teachers to work with the student. What are some practices done in schools to be able to strengthen this apart from sending the teachers for the TSN course which can be rather heavy going in terms of commitment of time to attend?

2. Parents need to be open to sharing what they know (e.g. recommendations from Ed Psychologists) with the school. However, some do not wish to share with the school out of fear of their child being labelled. How do we work with these reluctant parents?

Pamela
St Margaret's Primary
Reply:
1. MOE is having resources on e-platforms (in the pipeline) for all, and will be supported by the VP/ SEN champion etc to guide the use of the resources for SDL.
2. This has been addressed in both padlet on engaging parents and convincing them.

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Collaboration betwen school and parents is very important

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Collaboration betwen school and parents is very important

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I do have SEN students in my form class. Some of the parents with SEN child are very willing and forthcoming to work with the teachers to improve their child's development. There are parents on the other side of the fence as well. They are unwilling to disclose their child's SEN needs. And our colleagues often have to struggle to get the child to conform to classroom routines. So transparency between the school and parents is really important to help child with SEN needs.

Tay Wee Leong (Bukit Merah Secondary)

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I do agree that it is a team effort between the school and the parents. When parents are open to connecting with the school early to inform the school about their child, the school can better plan beforehand to provide support  for the child with special needs.

Peer support is also crucial in helping the student to have positive experiences in the class. The teacher/CMT is important in helping the peers understand the student so they learn to be a friend to the student with special needs. This will then prevent situations whereby the student gets excluded by the peers.

Pamela
St Margaret's Primary

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How do we get busy parents who are not responsive to work with us? We have cases where all the intervention is done in school and we manage the child's issues in school but at home it seems it is a negative environment where the child is put down? It s a sensitive topic to tell a parent you shouldnt say your child cant make it to university because he is in the NT stream and he cant focus in class...

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How do we get busy parents who are not responsive to work with us? We have cases where all the intervention is done in school and we manage the child's issues in school but at home it seems it is a negative environment where the child is put down? It s a sensitive topic to tell a parent you shouldnt say your child cant make it to university because he is in the NT stream and he cant focus in class...

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Ivan Ng Kai Yang
SGSS

Reply: This is a trying issue. But it can still be done - at least for some. Try building that rapport first, then use technology to connect and communicate since they are busy, then once parents trust us, then it is important to bring up that subject by sharing that different students can take a different pathway. Building trust can be via those school personnel who identify or can relate best with the parents - team effort - not just via FT.

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I think the idea of inclusiveness is a good one because no one likes to be left out and left behind. My concerns after listening to this audio is
1. At which point is one diagnosed. Can a student be diagnosed with special need at every stage of learning? Or is there a stage by which one might be optimally be diagnosed?
2. Can diagnosis of sn be task based relevant to specific settings and tasks eg. Communicative competitor would be expected of a child by 2yo? And based on that task, a child unable to do so by 4-5 might already have a sn in that specific area. Conversely, can a student at 15 be diagnosed with reading difficulties if he has got an A in psle English?
3. Is this social diagnosis of sn a perpetual one with too much social construction? After all the ecological framework looks like an all encompassing model that just about includes every factor that can influence a students make up. I'm afraid it's saying everything and saying nothing.
4. Basically, I'm concerned that while we want to be inclusive, we might allow room for too much individuality too much request for customisation that may be random catering more to the selfish individual interest of the parents/student. Cos taken to the extreme, every one is unique just like everyone else isn't it?

Khoo Kay Yong
Victoria school

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I agree that it is best if parents agree for the child's situation to be disclosed to the teachers, if they chose to enrol their child in mainstream schools.  Teachers won't be surprised when they enter the class and would be able to help the child better.

Noraini
LVSS

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It was a nice experience that a parent shared on her child's classmates embracing everyone in the class for their individual differences.
There seems to be some challenges with instilling such empathy within secondary school children.
How can teachers balance having a differentiated approach to students in the class whenever there is a conflict situation. Some students may perceive the different responses as being "unfair" or "biased" and how then does the teacher address this issue in a appropriate manner.
Lee Bixian, Bukit Batok Secondary.

Reply: This starts from building the inclusive classroom culture and encouraging the class to appreciate and value differences. To explain that fairness does not meant all given equal things - please refer to the pic on equality vs equity.

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After listening to the radio podcast and gaining input from the previous lectures and videos, I feel that we need to leverage on the people surrounding th sudent to maximise a SEN student's potential. While we can control the setting the in classroom, the child spends much more time at home. We must cooperate with key adults in the child's daily life.

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After listening to the radio podcast and gaining input from the previous lectures and videos, I feel that we need to leverage on the people surrounding th sudent to maximise a SEN student's potential. While we can control the setting the in classroom, the child spends much more time at home. We must cooperate with key adults in the child's daily life.

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Lim Soon Wei, Lianhua Primary

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Recognising and responding appropriately to the individual differences while meeting the needs of the group is a delicate balancing act to master. It was heartening to hear a parent sharing about her child who has developed empathy for his classmate with SEN and they were sad when he was transferring. How do we strike a balance to resolve all conflicts in positive manner between students with SEN and peers?

Nyet Ting
Sembawang Secondary

Reply: Consistent role modelling starts from all teachers teaching the class, and then to build a positive classroom culture.

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There are a few of different types of SEN, but many teachers are lack of experiences to handle these students unless they had past experience in handle SEN students. Also, SEN information is consider as confidential thus their subject teachers will not informed about these SEN students, thus subject teachers may not be in the know to plan differential learning for these SEN students.
Reply: We can withhold the more sensitive information, but the needs of the student is not sensitive information and should be shared with subject teachers.

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"Disclosure is the best policy".
How is our current pre-schools connected to primary schools for continuity of support? This is especially important if the student's parents are still in the stage of denial and do not openly share information with the primary school the child is enrolled in.

Wen Yuan
Chongfu School

Reply: Currently they are looking into increased awareness and training for support of SEN for early childhood educators. Efforts have started in this area - with more awareness, then there would be more to disclose.

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Structure drives behaviour. It is true that a clear set of routines that worked for the class will help if it is properly built in. A smaller class size also allows the teacher to better attend to the needs of all students. With the new deployment of teachers and the introduction of SBB in place, will we be able to have a reduced class size (cap at 30) across all mainstream schools?  I hope it is possible to explore this idea as it would reduce the stress significantly for the teachers as well.

Nyet Ting
Sembawang Secondary

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I am fortunate that in SGSS our school has been supporting special needs since 2007. Our school has 2 AED{LBS) whom I have been working closely with as I'm a form teacher of an NT class. Plus I have also been blessed I do have parents that are supportive of the work we do with their child in school. So as mentioned in the audio lecture collaboration between all stakeholders is important as it really takes a village to raise a child. I also include inclusion is important and its something the school has been emphasizing and reinforcing as we have many special needs students. challenging to tell teenagers to be more understanding and accepting.

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I am fortunate that in SGSS our school has been supporting special needs since 2007. Our school has 2 AED{LBS) whom I have been working closely with as I'm a form teacher of an NT class. Plus I have also been blessed I do have parents that are supportive of the work we do with their child in school. So as mentioned in the audio lecture collaboration between all stakeholders is important as it really takes a village to raise a child. I also include inclusion is important and its something the school has been emphasizing and reinforcing as we have many special needs students. challenging to tell teenagers to be more understanding and accepting.

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What Dr Sharifah said its true that parents must be open and transparent . I do understand the stigma of having a child labelled as having a special need but when parents with the means  dont diagnosis their child or provide support outside of school it is very difficult as everything is connected.
Actually yes I do believe in  inclusion but i remember an instance where a student in my class with no special needs asked how come you teachers spend so much time with stydent x, y, z with special needs what about the rest of us. I think that is the challnege in our  passion and zeal to help those with special needs we spend less time with the average student.
So really it is about having a lesson that caters to the masses and at the same times has accommodation for those with specail needs. For me that is the tension.
Ivan Ng Kai Yang
SGSS

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Moving towards a more inclusive education system, more SEN students will be in mainstream school. SEN can learn but could be at a different pace and needs to accommodate their way in learning.

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I agree that it takes all stakeholders of the child to collaborate to better benefit the child. Planning before the child starts the school term can only occur with parents coming forth early with any information or even concerns that they may have so that schools can plan accordingly to the child's benefit.

I understand resources are limited and reliance solely on our AED LBS colleagues in school will not be sustainable and their efforts to impact the child will be limited. Therefore training teachers to be better equipped to work along side AED LBS to create an inclusive environment for the child is the way to go.

Lee Bixian, Bukit Batok Secondary.

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With the increasing number of SEN students in mainstream schools, should we be moving towards “All teachers are SEN teachers”?

Razlee (Whitesands Pri)
Reply: Am raising this to DSEN during the dialogue.

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I totally agree with the PEP that most SEN students can learn and their main challenge is their SEL aspects and mental health issues etc.
I am looking forward to learn from this course to be a more confident teacher to help our SEN students.

Razlee (Whitesands Pri)

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How do we help children in a class understand about their peer who is different from them? Especially the lower primary students.

Reply: Actually lower primary children are the most forgiving and faster to make friends. So this can be done via teacher role modelling, via videos and stories etc, we can then teach them to value differences. E.g. Singa and the Kindness Cubbies video series (please google in YouTube) has topics like empathy and compassion etc.

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What can teachers in schools do if parents refuse to accept the fact that their child has SEN?
Reply:
a) More immediate - School to do EF and APIE / PSP and support accordingly, collect evidence for MOE EP (but can't refer without consent but can keep for school use for planning and also for convincing parents).
b) In the meantime and can take more time  - School to continue to engage ( not just via FT, but can be by CMT/ SL) to convince

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It is not easy to handle SEN student alone. As a FT, I believe I can do a better job if parents are willing to be open and cooperate, share information to work together to help the child. As for the school, has to support the teacher as much as possible, as this cannot be done alone. AED LBS is helpful in this case. Sometimes student find it easier to speak to counsellor or AED. Also, when teachers are trained, it certainly will better equipped teachers with the strategies to handle, cope and help the child. Inclusive environment is not easy to achieve. This requires effort and cooperation from all everyone involved.

Chua Weilin
Peirce Secondary School

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Structure drives behaviour.

It is true that a clear set of routines that worked for the class will help if it is properly built in. I also find that a smaller class size allows the teacher to better attend to the needs of all students. With the new deployment of teachers and the introduction of SBB in place, will we be able to have a reduced class size (cap at 30) across all mainstream schools?  I hope it is possible to explore this idea as it would reduce the stress significantly for the teachers as well.

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It was mentioned during the interview and in the lectures (peer factors) that Circle of Friends can be used to help students with SEN. We tried COF before with the help of our EP for a student with ASD, having issues with the whole class. However, the peer factor was the negative factor of the child's meltdown. In the end, we used COF to better understand the peers' issues and I find that it was more important to address the way the classmates are interacting with one another. Especially, the way they interact with the peer with ASD. Honestly, a good number of the peers will try to provoke him.

So, my question is, for negative peer influence or interactions, do we have other strategies to help children understand the needs of students with special needs? so that interactions can be improved.

Shuying
Chongfu School

Reply: As teachers, we can start by modelling empathy and understanding.  In the classroom, we can model understanding and empathy for our students by not singling out the student and not calling out the student publicly for their perceived fault, for example messy handwriting.

We can also share with students (with the student with special needs already sent away with another adult much earlier than this session so that it is "not so obvious") on a Skill perspective. Visual spatial reasoning, body awareness, impulse control and emotion regulation skills could be viewed as issues faced by the student with special needs.  Given that frame, is he or she being unreasonable ‘on purpose’, or is he or she just lacking the skills to “do well if he or she could”? Having discussions with students in response to other students’ challenging behaviours can help shift their understanding to a more empathic frame. If you can frame the student’s behaviours as a SKILL challenge, not a WILL challenge, then you will be able to help other students do the same.

We should also encourage a relook at concept of Fairness.
As an educator, your ability to model empathy will have a strong impact on the student in question and the students in general. This will also then help all students to see that everyone has different abilities and we are being ‘fair’ if we respond to each person’s needs.
You can use the pic on equality vs equity to explain.

Visual examples, like the image below can help students understand the difference between sameness and fairness. In the image on the left, the three children are all treated equally and given the same supports, whether they need it or not. The tallest child is getting more support than he needs and the shortest child is not receiving enough support and still cannot watch the baseball game.

Fairness, on the other hand, means that each student gets the support that he or she needs, as illustrated by the image on the right. As a result of the appropriate supports being given all the children are able to watch the baseball game. Although the children do not receive the same treatment, the students are being treated fairly and each is getting what he or she needs to be successful.

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I can relate to the issues and content shared during the audio. One question raised by a parent was why aren't all teachers trained in special needs really struck a chord with me. I did have that question at the back of my head as I was going through the e-lectures. At certain points during the e-lectures or audios,  I would be thinking "Hey, I think my colleague should know this." It's great that we are having this course to train teachers. In my school, we have had a number of teachers who have attended the course with good feedback, hence spurred me to sign up as well. While I understand that we can be advocates and support to our colleagues after our training, we may not convey it in the way that may be as effective as the experts. Hence, I was just wondering of the feasibility of having this module rolled out in schools for all teachers or at least be able to share the e-lectures with teachers back in school.

Sharon Goh
Chongzheng Primary

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Much efforts have been put in by our society and MOE to create this awareness and provide platforms and opportunities for students with SEN to be part of the mainstream schools. Educators have more knowledge on SEN now and are better equipped to interact and guide students with SEN. Considering the emerging needs to have more teachers trained in SEN, can then such modules be taught to NIE trainees prior to their graduation and posting to schools? That will greatly increase the number of SEN trained teachers.

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How to get parents who are not very keen onboard to work with the teachers to support and put in structure for SEN students?

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How to get parents who are not very keen onboard to work with the teachers to support and put in structure for SEN students?

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Reply: Please refer to both padlets (and search for 'Parents' for my replies).

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How do we support the increaseing number of SEN students in class while still keeping the class on track for their learning in pace with SOWs?

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How do we support the increaseing number of SEN students in class while still keeping the class on track for their learning in pace with SOWs?

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How do we move from equality to equity and inclusitivity when their assessments are still very much using the mainstream test papers? It saddens me when I see the SEN students confidence was crushed when they were given the standard test paper as the mainstream students. DI in class and lowering the barriers also requires the system to have differentiated assessment for these students.

Koh Chi Wei
Townsville Primary

Reply: We have to do a lot more to create the positive experiences and to share with the students with SEN that they are looking into little steps of self improvement and not the raw marks - but not to neglect it as it is a good check out to tell us at that moment in time, do we fully understand the concepts or lessons. If we did not do well, what should we do. If we did well, what does it mean we should do. Helping  our students with SEN see how to manage 'failure' in a positive way will stand them in good stead in life. I always tell them and I truly believe it that success (this is in our definition) will come to all ultimately but run way is different for everyone. We can share stories e.g .https://www.straitstimes.com/singapore/education/from-normal-stream-to-phd-course and https://www.youtube.com/watch?v=zLYECIjmnQs

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How does one go about curating positive experiences of inclusion that feel natural?

Nadiah
St Anthony’s Canossian Secondary

Reply:
a) Start with the teacher creating positive experiences with affirmation at various occasions - to ensure we do it for ALL students eventually e.g. within a week's range
b) Create class system or lesson segments that enable peers to give each other affirmation e.g. write or give a note of thanks or a word of praise (and to ensure that everyone's included)- to set ground rules that it must be in positive terms etc and do vet if notes are given - e.g . can collect and do a quick scan after class and distribute the next day.
c) create lots of teachable moments to reinforce how we should value diversity and differences - can also have small segments of video screening (less than 5 mins e.g. on famous failures or clips from movies) to reinforce your themes.

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It's indeed heartening to know that our nation has taken inclusive education rather seriously in the recent years and there are many levels of support to support our students who have greater needs. One of the areas that we can definitely look into beefing up is the number of AEDs in schools that have higher number of students with SEN. Additionally, with the number of excess teachers in the secondary schools and JCs and the cross level deployment, we could encourage more experienced teachers (who did not go thro the NIE TSN course during practicum) to sign up for TSN courses so that awareness can be raised, and that we can better support our students with the appropriate intervention strategies.
Agnes