Students with PWS are rare and due to comorbidities with intellectual disabilities, many of them may not end up studying in the mainstream schools. Or they may, but could end up transferring to sped schools or be "expelled" due to severe behavioural issues.

Some of the symptoms described by the group presentation got me thinking and linking to similarities in students with ASD.

Since PWS is such an "under-studied" disability, we should not be surprised to see more co-morbidities of PWS in the near future. That will provide us with more insights to supporting this group of students.

I recall in my first year as an SEN Officer (2017), there were infrequent co-morbid conditions of ADHD/ASD/Dyslexia. Now it is more common for students to be diagnosed with ADHD-ASD or Dyslexia-ADHD or ADHD-ODD and so on.

But again, it is important to remind ourselves that diagnosis only goes as far as helping us to put a name to the symptoms. We should still focus on the needs of the child and support him/her based on both the medical and social models!

AHA Moments 2:

As mentioned in the insider's thought for the last group presentation, we need to be sharp in looking out for students who could fall through the cracks.

Never jump into the assumption that just because a child is taking G3 Mathematics, he/she doesn't have needs. Or just because the child is doing well in all other subjects that he/she naturally should do well in Mathematics.

If we do not examine the root cause of it, we can cause great damage to the self-esteem of the child, unintentionally.

It was insightful to witness the spectrum of challenges faced by our students with various disabilities according to their developmental stages. 

I found Never Enough Covered's presentation on children with PWS immensely helpful. Their expertise helped me better understand the condition, its challenges, and the significance of early intervention and structured guidance for children with PWS. This disability is often overlooked, and I aim to learn more about it.

The Insiders' presentation on dyscalculia was another key presentation reminding mainstream schools to create and raise awareness of the condition, which is so often overlooked. Many educators I know and work with have little to no awareness of dyscalculia. Like dyslexia, it is crucial to pay attention to the signs of dyscalculia and the recurring patterns, especially in students who easily go under the radar.

I thought the Potatoes illustrated and expressed their presentation seamlessly, taking us through Ali's journey with dyslexia and ADHD in Secondary school! Rich contextual factors ranging from his family, interests, and personality helped better grasp his struggles and needs. Of course, this varies, but the presentation reminded us to consider a student's background and be compassionate in our approach towards students with LD

-' the whole child'.

The agents of change enhanced our experience through role-playing, bringing our attention to the subtle aspects of SLD that we might otherwise have missed. Emotional regulation can be tiring for parents, particularly when dealing with other siblings. However, how parents regulate their emotions can impact a child's ability to manage their emotions.

The QABF assessment, as shared by HJMZ, is a valuable tool for identifying the variables responsible for managing challenging behaviour in individuals with Autism Spectrum Disorder (ASD). This assessment holds excellent potential for parents and educators working with this student population. By gaining insights into the five functions, individuals can respond accordingly and better understand how to manage or seek appropriate support for these students.

HJMZ’s emphasis on self-regulation and work readiness in a preschool child with ASD has highlighted the importance of understanding and accommodating individual learning styles and sensory needs.

The emphasis in Agent of Change’s presentation on primary school students with Speech and Language Disorders (SLD) alongside emotional regulation needs shows the interconnected nature of communication and emotional well-being. It also serves as a reminder of the holistic approach needed in education.

The Insiders' presentation on a P4 child grappling with dyscalculia and low self-esteem struck a chord with me as well. Math can be a daunting subject for many, and the challenges it poses can significantly impact a student's confidence. Their emphasis on fostering a positive attitude towards learning is something I strive for in my interactions with students.

Decoding Dynasty’s focus on polytechnic students with Dyslexia and ADHD sheds light on the transition to higher education for students with neurodevelopmental disorders. The various papers shared were detailed and useful for my later reading!

Lastly, Never Enough's presentation on a primary student with Prader-Willi syndrome was particularly intriguing. I have rarely encountered this condition in my studies, yet understanding its complexities is essential for creating inclusive learning environments. Their presentation sparked my curiosity about learning more about such rare conditions and how best to support those affected.

Overall, I found each presentation to be not only creative but also deeply informative. Moments like these remind me of the boundless potential for knowledge and learning.

I really appreciate the rich sharing and all the resources shared, from the math online tool for primary-school level to the RMIT time management feature for the IHL level. Thank you for making the session such an insightful and meaningful one.

Thank you to the team that discussed about PWS. With more people being aware of this condition, we can help to keep a look out for students who may be showing symptoms and put in whatever support that is possible.

Thank you all for the rich sharing. Very information. Love the skit too by Potatoes. Great presentation.

A couple of Ah Ha moments for me:

I found the website by Math Learning Centre so helpful. Thanks for sharing as well as QAFB and the assignment planner by Decoding Dynasty.

Thank you all for the rich sharing :)

Thanks to "Decoding Dynasty' for sharing on the assignment planner. I tried it and I think that even neurotypical individuals can benefit from its usage.

Thanks to 'Agent of Change' for the lively role play. In SPED schools, students receive support from speech therapists. This in turn might result in better regulation.

Thanks to 'Never Enough' for the sharing on PWS. I have 2 students who have this condition but have graduated. I reflected after your presentation and feel that parental guidance and support is very crucial, in helping them to develop a healthier relationship with food.

Thanks to 'Potatoes' for sharing on Dyslexia and ADHD. The videos provided me with a good insight on how tough reading can be for students with Dyslexia and ADHD.

Thanks to 'Insiders' for sharing on the CPA method and possible resources to teach Mathematics. I do find learning Mathematics more enjoyable and easier with the strategies you have proposed.

Thank you Decoding Dynasty for sharing the assignment planner. I think it will be very helpful not just for students with ADHD but for anyone even without learning disabilities.

I also find the Mindup: The Goldie Hawn Foundation useful when I visited the website as it provides evidence-based curriculum to strengthen students' ability to regulate emotions and build empathy in our society to be very informative and insightful.

Am glad that most of my classmates' curiosity on PWS was sparked. I knew of PWS from the Straits Times article to bring awareness on Rare Disease Day in 2022. Just a shoutout to RDSS! All of us can show our support in little ways and raising awareness is definitely a good start to a more inclusive society. My colleagues and I have been advocating for RDSS since 2022 and it will be lovely to see you there next year too :)

PWS is an uncommon genetic condition that a lot of us in Singapore have little to no awareness of it. It is often a lonely journey for the these kids and their caregivers. With good support however, the complications for individuals with PWS can be minimised, allowing them to lead long and fulfilling lives. Thanks Never Enough for the thoughtful sharing!

Dyscalculia is a specific learning difficulty that is not well known or as understood as dyslexia. Many individuals with this condition are offered treatment for ADHD instead because the symptoms are so similar (memory. organising, problem solving, etc...) I am glad that The Insiders' have done a great job at explaining the facts and what else we can do for our children with this condition!

I thoroughly enjoyed all the presentations this week. In particular, Never Enough's presentation on Prader-Willi Syndrome (PWS) was extremely informative. As someone who has never encountered or worked with anyone with PWS, it was a completely new topic for me.

I was surprised to learn that PWS can make it challenging for individuals to control their appetite, while also causing weakness in their bones and muscles. This condition also hinders their ability to engage in certain physical activities, making daily life quite difficult and leaving them feeling different from others. It was disheartening to hear that individuals with PWS may also experience emotional difficulties due to how they are treated by others.

It is absolutely essential for us, as educators, to teach our students about kindness and inclusivity towards people with PWS. We must emphasize the importance of not body-shaming them and making them feel accepted and valued. It is our responsibility to create a supportive environment where everyone feels like they belong.

Thank you for bringing attention to this important topic.

The one that was interesting to me was about PWD by Never Enough.

The interview with the student was insightful, showing that not all people with PWD eat without control. According to the mother, he eats as per normal.

It is through such sharing, we get to learn more!

I am keen to apply the use of assistive tech with students who have reading, writing and numeracy difficulties.

One theme that came across to me was the need for family or social support when a student undergoes intervention, e.g. parent-teacher collaboration or peer support. Family and community play an important role by believing in the students that they are valuable members, and by encouraging them with their commitment to walk alongside them.

AHA Moment 1: The QABF is a tool that I would want to use it in the classroom to have a better understanding behind the motivation of my students' behaviour.

AHA Moment 2: It's my first time hearing Prader-Willi syndrome. I felt quite sad when I heard how people with this disability may get ostracised by others due to their condition. It, together with all the learning disabilities that we have learnt in this course, reminded me the importance of seeking to understand, rather than making any assumptions about the reason for certain behaviour.

I especially appreciated the very practical tips and strategies shared by each group for working with the respective disabilities. For example, the math online tool shared by The Insiders and the QAFB by HJMZ.

I was particularly intrigued to learn about Prader-Willi syndrome for the first time. The information provided was enlightening and has expanded my understanding of the diverse needs of our students.

I look forward to implementing the strategies and insights gained to enhance the support and education we provide to all our students with SEN.

My main aha moment essentially came from my own group's work. :)

We could really feel the mum's anguish and worry though it was well-disguised behind her strong façade. I'm also very grateful for Aunty Mary's and Z's generosity and willingness to share their journey/challenges with us.

Insider information: Z is going to board a plane solo in a week's time to visit his relatives. I am in awe of how independent and brave he is ! I suppose Aunty is confident enough to know that Z will be able to seek help when he is in distress and that others will be able to help him.

More awareness about dyscalculia to support the student sufficiently.

Understanding ADHD and dyslexia in secondary education and further in tertiary education.

Managing ASD in preschool children

Learning about PWS

Overall it was an enriching and very informative session which will be very useful in future for me as an educator.

Although I'm not sure of the prevalence of the syndrome, i am hoping that the students with this issue will be supported. Family as well. because it does seem like the child can get into serious health issues if not supported well. Family buy-in to is also critical in supporting the child.

My AHA moment came from the "Potato" group as Ali is a student that I face in school regularly. It is really challenging for teachers especially when it is a full class size. Thank you so much for sharing the strategies. I will try to apply in my school context.

The second AHA moment will be from PWS group as this is something interesting and I have not experienced it before. Good to hear and learn about this.

Thank you so much everyone!