I've taught SEN students and my kid is also SEN. In all my approaches, be it in the class or at home, I've always faced the issue of trying to be fair, equal and equitable.

At home, I can explain and tell my elder kid what challenges the sibling faces, how some of the actions are the result of the condition but even then I'm sometimes being accused of not treating the two of them equally because the consequences both faces could be different or that their challenges are different and thus requires different approaches.

In class, it is even worse as there are cases where we are not even given the permission by the parent to inform the students what their conditions are and they would question how come the SEN student gets special treatment. Even if they are aware, some will still perceive they are being treated unequally.

What can we do to reduce or eliminate this perceived unequalness?

I have been observing some SEN students.

Some of SEN students notice that they receive higher tolerant from their peers and teachers, hence they do mischievous too. And some SEN students purposely act up in order to achieve their purpose.

How can we prevent them from doing it?

1) Just want to find out how parents of SEN students are being supported in their decision to enrol their child in mainstream school or SPED school? This is because occasionally we still see students who are not right-sited and the process of applying for the child to be enrolled in SPED school is tedious and long.

2) I am also the teacher in charge of Peer Support Leaders (PSL) in school. Would like to find out if there are ready resources available which I can use to train my PSL to support their teachers in class in managing peers with SEN.

3) For parents of SEN students who are not so supportive, how do we deepen engagement with them?

I would like to find out:-

1) if there is a depository whereby teachers can access easily for resources to help SEN pupils. For example the routine chart/visual cue cards etc?

2) is there training for parents with SEN child? Partnership with parents is important to help SEN pupils.

3) how early can a child be diagnosed with SEN?

4) what is the difference between intervene based on needs vs intervene based on diagnosis? Mainstream school is doing more intervention based on needs or diagnosis?

In the past we only have problem students but now with more awareness, we have informed parents who diagnose their child with SEN but we also have parents who do not or who does not wish to. How do we handle the differences here? Do we treat them like normal students who is just not engaged? And how do we start a conversation with their parents on this SEN possibility?

How do we encourage other educators to give SEN students the attention they need. We are often rushing for time for classroom teaching and often the time spent with SEN kids is alot. No doubt we have SEN officers but it is important for all educators to work along as well and not rely on SEN officers all the time.

1) Sustaining the interventions and steps taken to manage SEN learning.

2) The SEN landscape is always changing. How to better support parents to support their child?

3) What are some existing sustainable ways to carry out (2)?

1) Are kindergarten teachers equipped to flag out possible SENs? Are they trained to engage/support SENs?

2) How would you evaluate our transitional support (from primary to secondary to tertiary institutions)?

3) How should we classify information regarding SEN? Some information are kept to AED/LBS, YH, FTs. When do subject teachers and CCA teachers come in to support?

4) Should we normalise SENs? Is there a platform to celebrate their achievements (fading of support, getting into preferred courses/careers etc)?

Thank you.

Cindy [Xinmin Sec]

Post-secondary education: Where do our SEN kids go?