Difference between revisions of "Disability/Early Intervention/Theory of Change"

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(Created page with "<big>Click on each outcome in the Theory of Change to explore services, gaps and ideas.</big> <big>To change anything in this page, feel free to contribute directly or to pro...")
 
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== Theory of Change ==
 
== Theory of Change ==
 
{| class="wikitable"
 
{| class="wikitable"
−
! <big>Short-Term Outcomes</big>  
+
!<big>Short-Term Outcomes</big><big>(skills, knowledge, attitudes)</big>
−
<big>(skills, knowledge, attitudes)</big>  
+
!!!<big>Mid-Term Outcomes</big><big>(behaviours)</big>
−
!!! <big>Mid-Term Outcomes</big>  
+
!!!<big>Long-Term Outcomes</big><big>(impact)</big>
−
<big>(behaviours)</big>  
 
−
!!!<big>Long-Term Outcomes</big>
 
−
<big>(impact)</big>
 
 
!
 
!
 
!<big>Social Impact</big>
 
!<big>Social Impact</big>
 
|-
 
|-
−
! style="background: #F08080;" |<big>[[Disability/Education/Theory of Change#Educators are extensively trained .E2.86.92 PWDs are supported by qualified educators|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>[[Disability/Education/Theory of Change#PWDs are equipped with skills for work and life .E2.86.92 Disabled people have access to an inclusive education which nurtures their varied potentials towards academic.2C occupational and social development|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;" |
 
|-
 
|-
−
! style="background: #CEE0F2" |<big>[[Disability/Education/Theory of Change#School infrastructure and learning environments meet accessibility standards .E2.86.92 PWDs can access and participate in different levels and types of education over the life course|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>[[Disability/Education/Theory of Change#PWDs can access and participate in different levels and types of education over the life course .E2.86.92 PWDs are equipped with skills for work and life|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>'''
 
|-
 
|-
−
! style="background: #CEE0F2;" |<big>[[Disability/Education/Theory of Change#Reasonable accommodations are made to meet the individualised.2C unique needs of different students|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>
 
|}
 
|}
−
=== '''Educators are extensively trained → PWDs are supported by qualified educators''' ===
+
=== '''Educators are extensively trained →''' ===
−
* '''There are certification pathways for educators in SPED and mainstream settings in the area of SEN; however, the issue is whether certifications are adequate, and attracting people to take on this training and career in the first place.'''
+
* '''While EIPIC serves around 3,200 children with mod-severe special needs, waitlists can extend from 6 months to 1 year.''' '''Further, early intervention professionals tend to have high turnover and quick burnout, due to unattractive remuneration compared to the private sector.'''
−
* '''For mainstream teachers, the compulsory 12-hour module on special needs does not offer in-depth learning, and there is no follow-up subsequently to ensure that teachers know how to manage practically'''.
 
−
*'''SPED teachers face unattractive salaries and burnout'''.
 
−
*'''The 500 allied educators hired by MOE are not adequately trained in terms of behavioural management and lack clarity on their roles and expectations vis-a-vis the teachers.'''
 
 
{| class="wikitable"
 
{| class="wikitable"
 
|-
 
|-
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| style="width: 33.3%;" |'''<big>Ideas</big>'''
 
| style="width: 33.3%;" |'''<big>Ideas</big>'''
 
|-
 
|-
−
|'''Mainstream Teachers'''
+
|'''Post-Diagnostic Touchpoints'''
−
*'''NIE Pre-Service Training on Special Needs''' features a compulsory 12-hour module on special needs for all beginning teachers
+
'''[need information]'''
 
|
 
|
−
*NIE training does not offer depth of learning, particularly the practical learning and hands-on experience needed to prepare teachers to manage a class with students with disabilities<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
+
*For caregivers of children with ASD, touchpoints are poorly equipped in advising parents on where to obtain reliable help during the post-diagnostic phase
−
**Anecdotal: "The lesson is really only 4-6 hours, across 1-2 lessons"
 
 
|
 
|
−
*TSNs in St. Anthony's Canossian Secondary School developed an in-house training module
+
*Recommendations from EM3 that MSF will consider<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref>
 +
**Recommendation 3, Strategic Direction 1: Improve transition management
 +
***For newly-diagnosed cases, to set up an agency to provide case referral, care planning and advisory services, and to facilitate smooth handover of information to other agencies
 +
***Includes developing a standardised case management tool between primary support agency and other service providers
 +
**Recommendation 4, Strategic Direction 4: Enhance network of touchpoints to ensure timely and effective detection of developmental needs
 +
***To make information and training more available to touchpoints (e.g., family, hospitals, polyclinics, family medicine practitioners, community partners) such as using electronic platforms, training primary care practitioners
 
|-
 
|-
−
|'''Formal Education Certification'''
+
|[https://www.sgenable.sg/pages/content.aspx?path=/for-children/development-support/ '''Development Support (DS) & Learning Support (LS)''']
−
*[https://www.np.edu.sg/lifelonglearning/Pages/elpeci.aspx Ngee Ann Polytechnic Advanced Diploma in Early Childhood Intervention (Special Needs)]  
+
*For pre-school children with mild developmental needs '''[total number of such children?]'''
−
*[https://www.nie.edu.sg/teacher-education/diploma-programmes NIE Diploma in Special Education (DiSE)]
+
*Support and intervention in areas such as speech and language, social skills, motor skills, behaviour and literacy
−
*[https://www.nie.edu.sg/professional-and-leadership-development/professional-development-programmes-courses/advanced-diploma-programme/special-education Advanced Diploma in Special Education (ADiSE)]
+
*Rolled out to > 300 preschools, > 2,000 children and families, caa December 2015<ref>https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf</ref>
−
*[https://www.nie.edu.sg/higher-degrees/masters-by-coursework/master-of-education/special-education Master of Education (Special Education)], support-able by MOE Masters Scholarship
+
*'''[outcomes information on how DS/LS has fared?]'''
−
*[https://www.ssi.sg/Training/CET-Programmes/Bachelor-of-Education-Special-Education-(1) SSI-FlindersU Bachelor of Education (Special Education)]
 
−
*[https://cae-edu.sg/ College of Allied Educators]
 
 
|
 
|
−
*Low remuneration and occupational prestige, and high course fees deter many from entering the field of special education<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref><ref>https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll</ref><ref>https://www.todayonline.com/voices/retain-special-educators-cut-burnout-rate</ref><ref>https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support</ref><ref>https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges</ref>
 
−
**Entry requirements differ - becoming a SPED teacher does not require a degree<ref>https://www.moe.gov.sg/careers/special-education-teachers</ref>
 
−
**'''Dispute: "'''Salaries of SPED teachers and MOE teachers are equal at the start, but diverge as MOE teachers have better progression pathways (hence higher pay)" - Social Service Sector Salary Guidelines<ref>https://www.ncss.gov.sg/NCSS/media/NCSS_SMD/Salary%20Guidelines/FY2018_SocialServiceSector_SalaryGuidelines.pdf</ref>
 
−
**'''Dispute''': "There are salary adjustments every three years."
 
−
*High turnover of SPED teachers<ref>https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support</ref>
 
−
**'''Dispute''': '''What is the actual data? Vs. mainstream schools? [Need statistics]'''
 
−
**Lack of adequate training in the area of student behavioural management
 
−
**SPED teachers do not have have the same progression opportunities as mainstream teachers<ref>National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref>
 
−
**'''[Are there enough/trained SPED Teachers to manage increase intake of students due to Revised Compulsory Education Act?]'''
 
 
|
 
|
−
*Establish provisions for self-care for SPED professionals
 
−
*Establish adequate training in the area of student behavioural management
 
−
*Some professionals enter the field in pursuit of a perceived calling (rather than purely monetary aspects); can they be supported in realising their calling/aims? <ref><nowiki>http://www.drryanduffy.com/uploads/3/1/7/2/31724447/duffy__dik_2013.pdf</nowiki> <nowiki>https://www.researchgate.net/publication/240280400_Calling_and_Vocation_at_Work</nowiki> <nowiki>http://faculty.som.yale.edu/amywrzesniewski/documents/Jobscareersandcallings.pdf</nowiki> </ref>
 
 
|-
 
|-
−
|'''[https://www.moe.gov.sg/careers/allied-educators/learning-behavioural-support Allied Educators (Learning and Behavioural Support)]'''
+
|[https://www.sgenable.sg/pages/content.aspx?path=/for-children/early-intervention-programme-for-infants-children-eipic/ '''Early Intervention Programme for Infants & Children (EIPIC)''']
−
*Provides support to students to meet their needs and behavioural challenges
+
*Therapy and educational support services for children below 6 years with special needs at risk of moderate to severe developmental delays '''[total number of such children?]'''
−
*All 190 primary schools and 69 secondary schools (40% of the total number of secondary schools) have at least one AED(LBS)<ref>https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges</ref>
+
*21 EIPIC Centres, caa July 2018<ref>https://www.sgenable.sg/uploads/EIPIC%20Service%20Matrix.pdf</ref>
−
*Currently around 500 AED(LBS), set to rise<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref>
+
*Currently serving about 2,600 children<ref>http://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf</ref>, projected to grow to 3,200 places by 2018<ref>https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf</ref><ref>https://www.msf.gov.sg/media-room/Pages/Clarifications-on-EIPIC.aspx</ref>
−
*['''Need outcome information as to whether AED(LBS):SEN student ratio is sufficient''']
+
*[https://www.sgenable.sg/pages/content.aspx?path=/schemes/intervention-programmes/enhanced-pilot-for-private-intervention-providers/ Enhanced Pilot for Private Intervention Providers] to subsidise selected Private Intervention Centres
 +
*SPD - Building Bridges @ EIPIC Centres are at Tiong Bahru, Jurong, Tampines & Bedok served a total of 465 children in FY16/17<ref>http://www.spd.org.sg/upload/SPD%20FY1617%20Annual%20Report.pdf</ref> - 41 graduated, 27 progressing to mainstream primary and the rest to SPED
 
|
 
|
−
*High turnover of Allied Educators<ref>https://www.todayonline.com/singapore/big-read-allied-educator-plays-school-mummy-special-needs-students</ref>
+
*EIPIC Centres have long waiting lists (up to six months<ref name=":0">National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref> or a year<ref name=":1">https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0</ref>)
−
**'''[What is the actual data?]'''
+
*Early Intervention Professionals face quick burnout, unattractive salaries/benefits relative to the private sector and shortage of manpower<ref name=":2">Lien Foundation Study on Early Intervention Professionals. http://www.lienfoundation.org/sites/default/files/LF%20Early%20Intervention%20Survey%20Findings.pdf</ref><ref name=":3">https://www.straitstimes.com/singapore/survey-unveils-challenges-faced-by-professionals-working-alongside-special-needs-children</ref>
−
**Due to unclear job scope, low remuneration and lack of career progression, as well as perceived lower work status relative to MOE teachers<ref>National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref>
 
−
**Lack of adequate training in the area of student behavioural management
 
−
**'''[Are there enough/trained Allied Educators to manage increase intake of students due to Revised Compulsory Education Act?]'''
 
 
|
 
|
−
*For students with disabilities who have experienced trauma, financial stress and who come from broken/dysfunctional families, they require intensive help. In addition to allied professionals, what of family, art and music therapists?
+
*Long waiting lists at EIPIC Centres - (1) If disproportionately high at certain EIPIC Centres, to educate and counsel parents on their choice of centre or (2) scale up vacancies
−
**Only two SPED schools under Rainbow Centre have art and music therapists
 
 
|-
 
|-
−
|Teachers Trained in Special Needs (TSN) Scheme
+
|'''[https://www.sgenable.sg/pages/content.aspx?path=/for-children/therapy-for-young-children/ Community Educational Support Services]'''
−
*Certificate course for mainstream teachers to receive 108 hours of further training in learning disabilities and strategies to support SEN pupils in classroom teaching and learning
+
*[https://www.awwa.org.sg/services-for-children-and-youth/community-integration-service/ AWWA Community Integration Service]
−
*Comprise 10% of teachers in mainstream primary schools and 20% in secondary schools<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
+
*[http://www.carecorner.org.sg/ets.html Care Corner Educational Therapy Service]
 +
*[http://cpas.org.sg/ Cerebral Palsy Alliance Singapore (CPAS)]
 +
*[http://downsyndrome-singapore.org/post/view/8/24 Down Syndrome Association's Children Education Services]
 +
*Handicaps Welfare Association (HWA) '''[confirmation required]'''
 +
*[http://ic2.com.sg/services/early-intervention/ iC2 PrepHouse]
 +
*[http://www.shine.org.sg/educational-psychology-service/ SHINE Educational Psychology Service]
 +
*Singapore Association for the Deaf (SADeaf)
 +
*Singapore Association of the Visually Handicapped (SAVH)
 +
*SPD
 +
*St Andrew’s Community Hospital
 +
*THK Children’s Therapy Centre
 
|
 
|
 
|
 
|
 
|}
 
|}
 +
<references />

Revision as of 14:46, 5 March 2020

Click on each outcome in the Theory of Change to explore services, gaps and ideas.

To change anything in this page, feel free to contribute directly or to propose revisions and amendments in the Discussion page.

Theory of Change

Short-Term Outcomes(skills, knowledge, attitudes) Mid-Term Outcomes(behaviours) Long-Term Outcomes(impact) Social Impact
→ → Early intervention is timely and effective →
→ →
→

Educators are extensively trained →

  • While EIPIC serves around 3,200 children with mod-severe special needs, waitlists can extend from 6 months to 1 year. Further, early intervention professionals tend to have high turnover and quick burnout, due to unattractive remuneration compared to the private sector.
Programmes Gaps Ideas
Post-Diagnostic Touchpoints

[need information]

  • For caregivers of children with ASD, touchpoints are poorly equipped in advising parents on where to obtain reliable help during the post-diagnostic phase
  • Recommendations from EM3 that MSF will consider[1]
    • Recommendation 3, Strategic Direction 1: Improve transition management
      • For newly-diagnosed cases, to set up an agency to provide case referral, care planning and advisory services, and to facilitate smooth handover of information to other agencies
      • Includes developing a standardised case management tool between primary support agency and other service providers
    • Recommendation 4, Strategic Direction 4: Enhance network of touchpoints to ensure timely and effective detection of developmental needs
      • To make information and training more available to touchpoints (e.g., family, hospitals, polyclinics, family medicine practitioners, community partners) such as using electronic platforms, training primary care practitioners
Development Support (DS) & Learning Support (LS)
  • For pre-school children with mild developmental needs [total number of such children?]
  • Support and intervention in areas such as speech and language, social skills, motor skills, behaviour and literacy
  • Rolled out to > 300 preschools, > 2,000 children and families, caa December 2015[2]
  • [outcomes information on how DS/LS has fared?]
Early Intervention Programme for Infants & Children (EIPIC)
  • Therapy and educational support services for children below 6 years with special needs at risk of moderate to severe developmental delays [total number of such children?]
  • 21 EIPIC Centres, caa July 2018[3]
  • Currently serving about 2,600 children[4], projected to grow to 3,200 places by 2018[5][6]
  • Enhanced Pilot for Private Intervention Providers to subsidise selected Private Intervention Centres
  • SPD - Building Bridges @ EIPIC Centres are at Tiong Bahru, Jurong, Tampines & Bedok served a total of 465 children in FY16/17[7] - 41 graduated, 27 progressing to mainstream primary and the rest to SPED
  • EIPIC Centres have long waiting lists (up to six months[8] or a year[9])
  • Early Intervention Professionals face quick burnout, unattractive salaries/benefits relative to the private sector and shortage of manpower[10][11]
  • Long waiting lists at EIPIC Centres - (1) If disproportionately high at certain EIPIC Centres, to educate and counsel parents on their choice of centre or (2) scale up vacancies
Community Educational Support Services
  1. ↑ https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf
  2. ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
  3. ↑ https://www.sgenable.sg/uploads/EIPIC%20Service%20Matrix.pdf
  4. ↑ http://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf
  5. ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
  6. ↑ https://www.msf.gov.sg/media-room/Pages/Clarifications-on-EIPIC.aspx
  7. ↑ http://www.spd.org.sg/upload/SPD%20FY1617%20Annual%20Report.pdf
  8. ↑ National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore
  9. ↑ https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0
  10. ↑ Lien Foundation Study on Early Intervention Professionals. http://www.lienfoundation.org/sites/default/files/LF%20Early%20Intervention%20Survey%20Findings.pdf
  11. ↑ https://www.straitstimes.com/singapore/survey-unveils-challenges-faced-by-professionals-working-alongside-special-needs-children
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