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| | !<big>Social Impact</big> | | !<big>Social Impact</big> |
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| − | ! style="background: #F08080;" |<big>Educators are extensively trained</big> | + | ! style="background: #F08080;" | |
| | ! style="background: #F08080;" |<big>→</big> | | ! style="background: #F08080;" |<big>→</big> |
| − | ! style="background: #F08080;" |<big>PWDs are supported by qualified educators</big> | + | ! style="background: #F08080;" | |
| | ! style="background: #F08080;" |<big>→</big> | | ! style="background: #F08080;" |<big>→</big> |
| − | ! rowspan="3" style="background: #F08080;" |<big>PWDs are equipped with skills for work and life</big> <big>(please reference the [[Disability/Employment/Theory of Change|Employment]] page)</big> | + | ! rowspan="3" style="background: #F08080;" |<big>Early intervention is timely and effective</big> |
| | ! rowspan="3" style="background: #F08080;" |<big>→</big> | | ! rowspan="3" style="background: #F08080;" |<big>→</big> |
| − | ! rowspan="3" style="background: #FFF8DC;" |<big>Disabled people have access to an inclusive education which nurtures their varied potentials towards academic, occupational and social development</big> | + | ! rowspan="3" style="background: #FFF8DC;" | |
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| − | ! style="background: #CEE0F2" |<big>School infrastructure and learning environments meet accessibility standards</big> | + | ! style="background: #CEE0F2" | |
| | ! style="background: #CEE0F2;" |<big>→</big> | | ! style="background: #CEE0F2;" |<big>→</big> |
| − | ! rowspan="2" style="background: #CEE0F2;" |<big>PWDs can access and participate in different levels and types of education over the life course</big> | + | ! rowspan="2" style="background: #CEE0F2;" | |
| | ! rowspan="2" style="background: #CEE0F2;" |'''<big>→</big>''' | | ! rowspan="2" style="background: #CEE0F2;" |'''<big>→</big>''' |
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| − | ! style="background: #CEE0F2;" |<big>Reasonable accommodations are made to meet the individualised, unique needs of different students</big> | + | ! style="background: #CEE0F2;" | |
| | ! style="background: #CEE0F2;" |<big>→</big> | | ! style="background: #CEE0F2;" |<big>→</big> |
| − | |}<big>Click '''[[Disability/Education/Theory of Change|here]]''' to explore the Disability Education Theory of Change.</big> | + | |}<big>Click '''[[Disability/Early Intervention/Theory of Change|here]]''' to explore the Early Intervention Theory of Change.</big> |
| | {| class="wikitable" | | {| class="wikitable" |
| | | style="width: 33.3%;" |'''<big>Key Statistics and Figures</big>''' | | | style="width: 33.3%;" |'''<big>Key Statistics and Figures</big>''' |
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| | | style="width: 33.3%;" |'''<big>Knowledge Gaps</big>''' | | | style="width: 33.3%;" |'''<big>Knowledge Gaps</big>''' |
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| − | |<big>2.1% of the student population has disabilities, based on the number of reported cases of students with sensory impairment, physical impairment, autism spectrum disorder and intellectual disability. The total student population is put at approximately 460,000<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref></big> | + | |<big>7,000 children aged 6 and below have developmental difficulties as of 2015<ref>https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0</ref></big> |
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| − | |<big>The special education sector appears to suffer from low remuneration compared to those in the mainstream education sector.</big> | + | | |
| − | |<big>SPED teachers appear to face a high turnover - but need actual data on turnover vs. mainstream schools</big> | + | | |
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| − | |<big>There are 31,000 students with special needs (80% mainstream school, 20% SPED)<ref>https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students</ref> ; 20,000 children with SEN have enrolled in mainstream schools<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref></big> | + | |<big>Between 2010 and 2014, KKH and NUS screenings show a 76% increase in children 6 and below with developmental issues such as development delays, speech and language delays, learning difficulties and autism spectrum disorders (ASD)<ref>https://www.todayonline.com/singapore/more-preschoolers-diagnosed-developmental-issues</ref></big> |
| − | |<big>Teacher training in the area of special needs do not emphasise practical learning and hands-on experience needed to manage a class of students with disabilities</big> | + | | |
| − | |<big>There are many concerns about the implications of the revised [https://www.moe.gov.sg/docs/default-source/document/initiatives/compulsory-education/files/ce-report.pdf Compulsory Education Ac]t:</big> | + | | |
| − | * <big>Are there enough teachers trained in special needs?</big>
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| − | * <big>Are allied educators being adequately supported?</big>
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| − | * <big>While primary school education is nearly free, SPED schooling can cost more – appears to go against UNCRPD Article 24, which call for “free and compulsory primary education”</big>
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| − | * <big>Increased costs in schooling a special needs child—transporting a child needing a wheelchair to school, to other needs such as speech and occupational therapy, high fees for those with severe conditions </big>
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| − | * <big>Opportunity costs can be high for children with autism, such as forgoing Applied Behaviour Analysis therapy which would have better equipped children with behavioural and learning capabilities necessary for school in the first place </big>
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| − | * <big>SPED schools already have long waiting lists. Can they cope?</big>
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| − | * <big>How would this implicate SPED school funding?</big>
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| − | * <big>Will special needs students be assessed at the same level as mainstream students in certain areas?</big>
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| − | * <big>Are there adequate caregiving and transport provisions availed?</big>
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| − | |<big>A third of Singaporeans do not have a disabled person in their social circles <ref>http://www.lienfoundation.org/sites/default/files/FINAL%20-%20Inclusive%20Attitudes%20Survey%20Part%201_30May16.pdf</ref></big> | + | | |
| − | |<big>Parents report difficulties enrolling children with preschools[[Disability/Education/Theory of Change#cite note-35|[35]]]:</big> | + | | |
| − | * <big>Estimated that 70% of EIPIC students do not attend preschool due to severity of their needs and lack of readiness of preschools to take child in</big>
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| − | * <big>Many parents feel their kids inadequately supported by inexperienced staff, an unsuitable curriculum and inadequate school facilities </big>
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| − | |<big>About 1% of students across publicly-funded universities, polytechnics and ITEs have some form of disability<ref>https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf</ref></big> | + | | |
| − | |<big>There is a limited number of SPED schools, with long waiting lists for schools up to two years. Parents may contribute to long waiting lists by fixating on particular schools more than others.</big> | + | | |
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| − | |<big>7 in 10 Singaporeans support the idea of inclusive education , but only 1 in 10 Singaporeans is sure about how to interact with a child with special needs<ref name=":8" /></big> | + | | |
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| − | |<big>64% of Singaporeans are willing to share public spaces with disabled children, but not interact with them<ref name=":8">http://www.lienfoundation.org/sites/default/files/FINAL%20-%20Inclusive%20Attitudes%20Survey%20Part%201_30May16.pdf</ref></big> | + | | |
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| | == Opportunity Areas == | | == Opportunity Areas == |
| − | | + | |
| − | == Segregated or Desegregated Education? ==
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| | <references /> | | <references /> |