Difference between revisions of "Disability/Education"
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* [<u>Knowledge gap</u>: This suggests that only about '''9,660''' students have special needs, which is inconsistent with the figures below, which out it at 31,000 in total and 20,000 who have registered in mainstream schools] | * [<u>Knowledge gap</u>: This suggests that only about '''9,660''' students have special needs, which is inconsistent with the figures below, which out it at 31,000 in total and 20,000 who have registered in mainstream schools] | ||
* There are '''31,000''' students with special needs (80% mainstream school, 20% SPED)<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref> ; '''20,000''' children with SEN have enrolled in mainstream schools<ref>https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll</ref> | * There are '''31,000''' students with special needs (80% mainstream school, 20% SPED)<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref> ; '''20,000''' children with SEN have enrolled in mainstream schools<ref>https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll</ref> | ||
+ | |||
+ | ==== Distribution across schools ==== | ||
* 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> | * 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> | ||
* [<u>Knowledge ga</u>p: It will be useful to have a sense of how many students have special needs in total; how many of them are in primary, secondary and tertiary education; how many have mild, moderate & severe needs] | * [<u>Knowledge ga</u>p: It will be useful to have a sense of how many students have special needs in total; how many of them are in primary, secondary and tertiary education; how many have mild, moderate & severe needs] | ||
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|[http://wiki.socialcollab.sg/index.php/Disability/Education#PWDs_are_equipped_with_vocational_skills PWDs are equipped with vocational skills] | |[http://wiki.socialcollab.sg/index.php/Disability/Education#PWDs_are_equipped_with_vocational_skills PWDs are equipped with vocational skills] | ||
|→ | |→ | ||
− | |[http://wiki.socialcollab.sg/index.php/Disability/Employment#PWDs_are_work_ready PWDs are work ready] (connects to employment page) | + | |[http://wiki.socialcollab.sg/index.php/Disability/Employment#PWDs_are_work_ready PWDs are work ready] |
+ | <small><sub>(connects to employment page)</sub></small> | ||
|- | |- |
Revision as of 05:59, 8 April 2020
To change anything in this page, feel free to contribute directly or to propose revisions and amendments in the Discussion page. Use [square brackets] for anecdotes, comments or to raise questions.
Contents
- 1 Overview
- 2 Key Statistics & Figures
- 3 Theory of Change
- 4 Areas of Needs
- 4.1 Supply and Training of Educators
- 4.2 Affordable School & Accessible Infrastructure
- 4.2.1 Accessibility of Pre-Schools
- 4.2.2 Accessibility of Mainstream Primary Schools
- 4.2.3 Accessibility of Mainstream Secondary Schools
- 4.2.4 Special Education Schools (SPED)
- 4.2.5 Accessibility of Tertiary Educational Institutions / IHLs
- 4.2.6 Financial Subsidies to Access School
- 4.2.7 Transport Subsidies that can be used to Access School
- 4.3 Social Accommodations & Acceptance
- 4.4 Inclusive Education
- 4.5 PWDs are equipped with vocational skills
- 5 References
Overview
Summary
- [Tentative: The special education sector appears to suffer from low remuneration compared to those in the mainstream education sector.]
- [to insert]
Knowledge Gaps
- SPED teachers appear to face a high turnover - but need actual data on turnover vs. mainstream schools
- [to insert]
Actionable Opportunity Areas
- [to insert]
- [to insert]
Key Statistics & Figures
Prevalence rate
- 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[1]
- [Knowledge gap: This suggests that only about 9,660 students have special needs, which is inconsistent with the figures below, which out it at 31,000 in total and 20,000 who have registered in mainstream schools]
- There are 31,000 students with special needs (80% mainstream school, 20% SPED)[2] ; 20,000 children with SEN have enrolled in mainstream schools[3]
Distribution across schools
- About 1% of students across publicly-funded universities, polytechnics and ITEs have some form of disability[4]
- [Knowledge gap: It will be useful to have a sense of how many students have special needs in total; how many of them are in primary, secondary and tertiary education; how many have mild, moderate & severe needs]
Theory of Change
- The TOC can be articulated this way: If teachers are adequately trained to engage with students with special needs, schools are affordable and accessible, and also create a conducive environment by making accommodations to support their unique needs, then students with social needs will be equipped with skills for work and life.
- Put a different way, we can also say: In order for PWDs to be ready for work and life, there are 3 key thrusts: 1. Trained Educators, 2. Accessible & Affordable Schools and 3. Social Accomodation and Acceptance. Based on this underlying TOC, we can take the definition of 'Inclusive Education' to at least include these 3 dimensions.
Key Programmes | Areas of Needs & Outcomes Desired | |||||||
---|---|---|---|---|---|---|---|---|
MOE Training for:
-Mainstream Teachers -Allied Educators -SPED Teachers |
→ | 1. Trained Supply of Educators
[Insert outcome statement] |
↘ | |||||
-School Infrastructure
-Financial & Transport Subsidies |
→ | 2. Affordable School & Accessible Infrastructure
[Insert outcome statement] |
→ | Inclusive Education
[Good segregated settings or desegregated settings; or both?] |
→ | PWDs are equipped with vocational skills | → | PWDs are work ready
(connects to employment page) |
-Inclusive pre-schools & ICCP
-Mainstream schools with accommodation |
→ | 3. Social Accommodation & Acceptance
[Insert outcome statement] |
↗ | |||||
4. Others? [Can insert other key factors if they are critical] |
Areas of Needs
Supply and Training of Educators
- Ideal Outcomes: [Articulate what kind of skills, expertise and to what standards should various types of teachers have]
- Synopsis: Various training opportunities exist for educators in mainstream schools and SPED.
- 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.
- The special needs certification course (TSN) on the other hand [is adequate?] but requires a commitment of 108 hours, [and are there sufficient incentives for teachers to sign up?] and currently 10% of teachers have this [which is adequate or inadequate to meet demand?].
- 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.
- SPED teachers face unattractive salaries and burnout.
Programmes | Gaps | Ideas |
Mainstream Teachers
NIE Pre-Service Training on Special Needs
Teachers Trained in Special Needs (TSN) Scheme
New and TBC: A professional development roadmap to enhance special educational needs (SEN) training will be introduced in 2020 for all educators in mainstream schools This includes:
|
[Anecdote: 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.] NIE Pre-service 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[6] [Anecdotal: "The lesson is really only 4-6 hours, across 1-2 lessons"] TSN Scheme [any gaps?] Professional Development Roadmap [any possible concerns?] |
TSNs in St. Anthony's Canossian Secondary School developed an in-house training module |
Allied Educators
Allied Educators (Learning and Behavioural Support)
|
|
|
Special Education Teachers
Formal Education Certification
|
|
|
Affordable School & Accessible Infrastructure
- Ideal Outcomes: [Articulate what counts as affordable and accessible]
- Synopsis: The Revised Compulsory Education Act will ensure that most children with special needs aged 6-15 attend school; however there are concerns about its implementation (e.g. affordability of SPED schools, caregiving and transport arrangements, readiness of schools and special needs educators to accept a higher intake).
- Many mainstream preschools are reluctant to take in children with special needs because their facilitaties and teachers are not equipped and there are only a handful of inclusive preschools & ICCPs. While certain private pre-schools are better in quality and accessibility, they may not be affordable to all parents.
- There is a plethora of financial assistance and transport support from SG Enable, but the affordability of education remains a challenge to families more affected by costs involved in schooling a special needs child, especially those with severe conditions.
- The Revised Compulsory Education Act — concerns about implications:
- Are there enough teachers trained in special needs?
- Are allied educators being adequately supported?
- 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”
- 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
- 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
- SPED schools already have long waiting lists. Can they cope?
- How would this implicate SPED school funding?
- Will special needs students be assessed at the same level as mainstream students in certain areas?
- Are there adequate caregiving and transport provisions availed?
Programmes | Gaps | Ideas |
Preschools
Inclusive Pre-schools Integrated Child Care Programme (ICCP) |
|
|
Mainstream Primary Schools
57 primary schools have barrier-free access, and some have signing and programmes for learning disabilities (see blelow) |
Not all mainstream primary schools are fully accessible to all disability types. Few mainstream schools offer facilities for students with sensory impairments (VI/HI). |
|
Mainstream Secondary Schools
34 secondary schools have barrier free access, 3 support VI and 3 support HI. Programmes exist for learning disabilities. (see below) |
Not all mainstream secondary schools are fully accessible to all disability types |
|
Special Education (SPED) Schools
|
|
|
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA)
|
[Knowledge gap: extent of barrier free access; quality of support provided by DSOs] | |
Financial Subsidies
|
|
Increase the means testing of Assistive Technology Fund to cover more persons with disabilities from lower-middle income households |
Accessibility of Pre-Schools
Inclusive Preschools
- Kindle Garden by AWWA
- Private service providers include:
- Bright Path Preschool[28]
- Melbourne Specialist International School
- SAIL Playhouse[29]
- Wee Care @ Tanglin
Integrated Child Care Programme (ICCP)
See SG Enable site on Integrated Child Care Programme (ICCP)
- Select childcare centres that allow children with mild special needs to learn, play and socialise alongside their mainstream peers
- 14 ICCP Centres caa 18 May 2018[30]
Accessibility of Mainstream Primary Schools
See MOE site on Mainstream Primary Schools that have SEN access
- Deaf/Hearing Impairment
- Mayflower Primary School (Signing)
- Physical Disabilities
- 57 primary schools have barrier-free accessibility (e.g., ramp and lifts for wheelchair users or those with limited mobility, wheelchair accessible toilets)
- Learning Disabilities
- DAS’ Main Literacy Programme
- School-based Dyslexia Remediation (SDR) Programme
Accessibility of Mainstream Secondary Schools
See MOE site on Mainstream Secondary Schools that have SEN access
- Deaf/Hearing Impairment
- Beatty Secondary School (Signing)
- Outram Secondary School (Oral)
- St Anthony’s Canossian Secondary School (Oral)
- Visual Impairment
- Ahmad Ibrahim Secondary School
- Bedok South Secondary School
- Dunearn Secondary School
- Physical Disabilities
- 34 secondary schools have barrier free accessibility (e.g., ramp and lifts for wheelchair users or those with limited mobility, wheelchair accessible toilets)
- Learning Disabilities
- DAS’ Main Literacy Programme
- School-based Dyslexia Remediation (SDR) Programme
Special Education Schools (SPED)
See MOE site on Special Education (SPED) Schools
Accessibility of Tertiary Educational Institutions / IHLs
- Raffles Institution, ACS(I) and Milliennia Institute have barrier free accessibility (e.g., ramp and lifts for wheelchair users or those with limited mobility, wheelchair accessible toilets)[31]
- Disability Support Officers @ Special Education Needs (SEN) Support Offices
- Available at each publicly-funded university, polytechnic and Institute of Technical Education (ITE) College
- Provides holistic support for students with special educational needs, including in-class learning assistance and access arrangements.
- There are also more than 1,500 polytechnic and ITE staff trained in basic SEN awareness and support. All polytechnic and ITE academic staff will be trained similarly over the next five years.[32]
Financial Subsidies to Access School
- MOE Special Educational Needs Fund (Polys and ITEs only)[26]
- Students with less severe physical impairments can claim up to $5,000
- Students with less severe visual and/or hearing impairments can claim up to $25,000.
- Students with high-needs (physical / visual / hearing impairments) can claim up to $70,000 (case by case basis).
- S$675,000 has been disbursed to benefit more than 120 students
- MOE has announced that this fund will be extended to learning and language difficulties such as dyslexia, or social and behavioural difficulties like Autism Spectrum Disorder with a cap of $5,000
- Edusave Grants and Edusave Pupils Fund
- SPED Financial Assistance Scheme
- NatSteel-SPD Education Programme
Transport Subsidies that can be used to Access School
Social Accommodations & Acceptance
- Ideal Outcomes:To meet the unique needs of different students; acceptance by student population and neighbourood
- Synopsis:
- A handful of specialised mainstream primary and secondary schools have facilities and support for those with sensory, physical and learning disabilities; however, educators in mainstream schools generally lack the ability to engage meaningfully with students with special needs, their students might discriminate or even engage in bullying, and their parents may even resent having a special needs child in proximity
- Tertiary institutions have special education needs units, disability support offices or equivalent, though these services tend to be unstructured and unsystematic
Programmes | Gaps | Ideas |
Mainstream Primary Schools
|
|
|
Mainstream Secondary Schools
|
|
|
Shadow Teachers
|
||
Special Education (SPED) Schools
|
|
|
Satellite Partnerships |
| |
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA)
|
|
|
ITE's Buddy’IN
|
Inclusive Education
Definitions of Inclusive Education
- Based on the above TOC, an inclusive education can be defined as having: 1. Adequately Trained Educators, 2. Accessible & Affordable Schools and 3. Social Accomodation and Acceptance. We can include other key aspects that are collectively defined to be critical. and contributive to the desired outcomes.
- There are ongoing academic debates about what counts as inclusion, such as whether a segregated school (eg SPED) or desegregated school that has SEN with mainstream students is the better model (see below).
- We will aspire to collectively determine what works, for whom and under what conditions. [e.g. Segregated settings for severe disabilities offer protections and customised support; while mild SEN should as far as possible be integrated into mainstream settings; and when not feasible or practical, at least institutionalise routine interactions with mainstream students and community?]
Discussion on Segregated or Desegregated Education
- [Insert]
- [Insert]
PWDs are equipped with vocational skills
- Ideal Outcome: [Important to articulate to get a sense of collective aspirations: E.g. industry relevant skills that have market value; allow them a chance of (merely) 'viable jobs' or 'desirable careers'?]
- Synopsis:
- Vocational training in SPED is structured with a Framework for Vocational Education in place, but it tends to under-emphasise soft skills required for employment, and has not kept up to date with automation and other market developments.
- While SPED graduates typically learn how to be independent, those with developmental disabilities have a harder time retaining ADL skills upon exiting school. Newer living skills are also increasingly pertinent in a digital age, such as digital literacy and cyber-wellness.
- Having vocational skills does not equate necessarily with work readiness. See Employment page on work readiness.
Programmes | Gaps | Ideas |
Special Education (SPED) Schools
|
|
|
School-to-Work (S2W) Transition Programme
|
EM3 has taken note o this: To scale up S2W programme so that more SPED students can participate. | |
Vocational Certification Programmes
|
|
|
List of SPED vocational training centres
Programmes | Gaps | Ideas |
Transition & Vocational Training in SPED schools: list here | Some SPED students have difficulty mastering job skills training even when approaching graduation/18 years old. | Allow SPED students to attend courses ad-hoc, after graduation, taking into consideration income loss too. |
SPED school graduates lack internship opportunities during their school-going years. SPED schools and VWOs typically have to get their own contacts. | Have a central coordinator that facilitates the internship process, or have more opportunities to dialogue with partners like WSG/MOM. | |
Skills taught in WSQ- and WPLN- certified courses may not always be retained, nor applied. | Study European apprenticeship models to improve on vocational training and transition planning. | |
Because of job tracking, SPED graduates tend to lack information on job opportunities beyond their track, e.g., ex-student who worked in Coffee Bean switched to forklift driving. | Explore the feasibility of freelance/cottage industry labour, evergreen sectors like waste management, funeral parlour work, and purposeful job re-designs. Remember to take into account caregiver perceptions and potential reservations, where relevant too. | |
Lack of information on job opportunity and industry trends that SPED schools usually train their students to enter. | PWDs’ employability may be at risk in view of increasing automation and technological advancement. Can we equip them to work alongside technologies such as digital media, handheld tech, machines? Learn from Orana, Australia. | |
SPED graduates tend to be pigeonholed into specific tracks/job roles which are mostly low-skilled. | ||
Mountbatten Vocational School - ITE Skills Certificate (ISC)
|
||
Metta School’s Vocational Certification Programme-
Institute of Technical Education Skills Certificate (ISC)
|
||
Metta School’s Employment Pathway Programme (EPP)
|
||
Metta School’s C (Career) Programme
|
||
APSN Delta Senior School’s Vocational Certification Programme - Singapore Workforce Skills Qualifications (WSQ)
|
||
MINDS Employment Development Centres (EDCs)
MINDS regularly organises internships in industries as diverse as laundromats, supermarkets, hardware shops and car wash facilities in petrol stations for its clients starting from the age of about 16. By around age 19, some PWDs can be guided towards working in sheltered workshops that cater to them, doing work such as packing, retail, baking and making crafts. Others are placed in the general labour market, where they are mentored and supported by job coaches from Minds who ensure that they are not stressed in their new environment or check that they are able to take public transport to work.[44] |
||
Rise Mentorship Programme
|
||
Cerebral Palsy Alliance Singapore – Goodwill, Rehabilitation and Occupational Workshop (GROW)
|
||
Singapore Association for the Visually Handicapped - Skills Development Programme
|
||
SPD Employment Support Programme (ESP)
|
||
Down Syndrome Association – Adult Enhancement Programme | ||
Training Courses at Continuing Education and Training (CET) Centres | There is a lack of knowledge of which courses (e.g., WSQ courses) are disability-friendly, or which Continuing Education and Training (CET) centres are conducive or accessible to PWDs (e.g. traveling to and within centres, sensory disturbances). | CET centres can consult relevant organisations to understand the considerations involved in ensuring that a venue is accessible (not just in the centre/building, but also getting there) |
Training Programmes at SG Enable: list here | ||
School-to-Work Transition Programme (S2W)
|
EM3 has taken note of this: To scale up S2W programme so that more SPED school students can participate |
References
- ↑ https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf
- ↑ https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202
- ↑ https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll
- ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges
- ↑ https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202
- ↑ https://www.todayonline.com/singapore/big-read-allied-educator-plays-school-mummy-special-needs-students
- ↑ 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
- ↑ https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202
- ↑ https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll
- ↑ https://www.todayonline.com/voices/retain-special-educators-cut-burnout-rate
- ↑ https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support
- ↑ https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges
- ↑ https://www.moe.gov.sg/careers/special-education-teachers
- ↑ https://www.ncss.gov.sg/NCSS/media/NCSS_SMD/Salary%20Guidelines/FY2018_SocialServiceSector_SalaryGuidelines.pdf
- ↑ https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support
- ↑ 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
- ↑ 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
- ↑ http://www.straitstimes.com/singapore/education/inclusive-pre-school-kindle-garden-set-to-double-its-fees
- ↑ http://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf
- ↑ 23.0 23.1 23.2 23.3 23.4 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf
- ↑ 24.0 24.1 24.2 https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students
- ↑ 25.0 25.1 https://www.straitstimes.com/singapore/easing-long-wait-at-sped-schools
- ↑ 26.0 26.1 https://www.straitstimes.com/singapore/more-funding-help-for-polytechnic-ite-students-with-special-needs
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ https://www.straitstimes.com/singapore/education/pre-school-takes-in-special-needs-kids-too?xtor=CS3-17
- ↑ https://www.straitstimes.com/singapore/education/sail-playhouse-offers-an-inclusive-preschool-environment
- ↑ https://www.sgenable.sg/uploads/ICCP%20Service%20Matrix.pdf
- ↑ 31.0 31.1 https://www.moe.gov.sg/education/special-education/mainstream-schools
- ↑ 32.0 32.1 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ 34.0 34.1 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
- ↑ http://www.includ-ed.eu/sites/default/files/documents/e010101.pdf
- ↑ https://www.tnp.sg/news/singapore/shadow-teachers-help-kids-special-needs
- ↑ https://www.straitstimes.com/singapore/education/partner-schools-widen-gate-of-friendship
- ↑ https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx
- ↑ https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/CONFERNCES/2018_AHEAD/Poster_Handouts/Thursday_Proposed_Guidelines/SMU__-_Proposed_Guidelines_for_Disability_Services_in_Singapore_s_Institutes_of_Higher_Learning.pdf
- ↑ http://www.channelnewsasia.com/news/singapore/subsidies-raised-for-poly-ite-students-with-severe-disabilities-9233082
- ↑ http://www.apsn.org.sg/singtel-introduces-cyber-wellness-toolkit-for-special-needs-students/
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ 43.0 43.1 https://www.straitstimes.com/singapore/people-with-disabilities-losing-jobs-to-technology
- ↑ http://www.straitstimes.com/lifestyle/myth-of-the-disabled-worker