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Schools tune programmes based on QSE survey.

CCE lessons encourages students' voices in class discussions. This helps to develop the students' comfort in voicing their opinions and be respectful in hearing different perspectives.

Zul, Ee Kheng, Jack, Leng Leng, Chi Ki

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In general, students are increasingly having more voice in school

Student Council are the voice of the students - they conduct simple surveys to get students' voices (secondary school)

Less platform for students' voices in primary school

Sociogram - possible avenue for teachers to understand students' needs (social support) better

Huiying, Sheril, Shi Min, Shu Xian, Wai Ling

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Schools have school surveys for students to understand their perspective and their needs. From the school surveys, the school sieve out the pressing concerns (e.g., students are not willing to go to teachers, they rather go to their peers only)

Anuwar, Maya, Soffiah

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Zul, Ee Kheng, Jack, Leng Leng, Chi Ki

Most of them do not know they have a diagnosis, so it will be hard to kick start this conversation.

Teachers need to complete the curriculum, hardly have time to hear from students if they have learned or enjoyed the lessons.

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Schools do have QSE survey rolled out to all students. It is depending individual department heads or year-head on whether they act on the survey results. Some schools carry out follow-up actions to address the issues.

Joice, Lyiana, Man Ling, Soo Ting

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Students may know their challenges, but they may not know they have SEN

Teachers are focused on finishing the curriculum/ their agenda, and may not see the importance of listening to students

We check in with the students on their feelings/ observe in terms of inclusion, but may be difficult to have the conversations with students especially at the primary school level

Huiying, Sheril, Shi Min, Shu Xian, Wai Ling

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Students with additional needs are not taken seriously. The students themselves are unable to articulate or advocate their needs satisfactory. There are already preconceived notions or stereotype about students with SEN. When they are stereotyped, their voices are not heard.

There are also no platform for them to do so.

Sometimes, e.g., one platform is to pen down their thoughts down but some of them are already struggling to write.

Anuwar, Maya, Soffiah

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SEN-O typically do ask students on what they want or how they think they can be supported. However, their teachers seldom have the time to check in with them in such detail.

Joice, Lyiana, Man Ling, Soo Ting

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Unable to share the diagnosis with the child . Also worried that the child may abuse the diagnosis if parents do not follow up well.

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they feel safe to share their thoughts and difficulties

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feels awkward to ask directly.

we can get a sensing based on observations

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The students express sympathy for those who are disabled.

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based on observation, they look happy to be in school.

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Some students may not know they have special needs

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Students may not know they have SEN (parents do not want them to know in primary school). Students are automatically included in programmes, and we encourage parents not to exclude them in programmes (e.g., school camps).

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Never really thought about it

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They cherish the bonds forged with like minded peers, who share similar interests. They want to be accepted

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My students shared that they don’t feel included in the mainstream school

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Thought about it but have not gotten to it yet.

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Good question!

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No, as no one has ever thought of this yet.

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Not really sure if want to open a can of worms

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I can trust my SEN officer.

My teachers care about me.

I have made only a few friends but thats enough.

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yes

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No

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Have you ever asked if your students with SEN feel supported and included in your school?