Disability

Page to Disability Community Network

Definitions and Scope

Target Population: People with Disabilities

Persons with disabilities refer to “those whose prospects of securing, retaining places and advancing in education and training institutions, employment and recreation as equal members of the community are substantially reduced as a result of physical, sensory, intellectual and developmental impairments.” Enabling Masterplan, MSF

[Point to note: Lien Centre for Social Innovation adopts this definition in their recent publication titled People with Physical Disabilities in Singapore: Understanding Disabling Factors in Caregiving, Education, Employment and Finances.]

There is no standard definition of disability which is accepted by all stakeholders. For example, NCSS/SSI lists a SSI course on mental illness under disability category, but in practice persons with chronic mental illness are not eligible for disability policies and programmes. This group is also not covered by Public Transport Concession Scheme for Persons with Disabilities, for which only those with "Physical Disability, Visual Impairment, Hearing Impairment, Autism Spectrum Disorder and Intellectual Disability" qualify.

"But this differs from that of the United Nations Convention on the Rights of Persons with Disabilities, because those with mental health impairments - such as depression, schizophrenia and bipolar disorders - are left out. When asked about this, the MSF says not all mental illnesses result in disabilities, and with medication and treatment, patients are able to function well on their own." (ST 8 May 2016)

Client Segments

Page to Adults with Autism

Page to Visual Impairment

Page to Hearing Impairment

Page to Arts and Disability

Page to Intellectual Disability

Size of the Problem

No definite data of the total number of people with disability exists, because no official central registry or comprehensive disability study has been done. According to 2013 data from SG Enable, Singapore has about 100,000 people with disabilities. In view of Singapore’s ageing population, this number will increase by 2030 as more people acquire a disability through the ageing process. According to Singapore’s population index, “the number of elderly citizens will triple to 900,000 by 2030.” Population.sg

In Singapore, those with disabilities are estimated to make up 3 per cent of the population or well over 100,000 people.(ST 27 Sep 2016)

Some disability prevalence rates of Singapore citizens with disabilities are available from the Enabling Masterplan 2017-2021. According to the foreword of the Enabling Masterplan 2017-2021, 2.1% of the student population have disabilities. (Source: Ministry of Education. This is 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). Of the resident population aged 18 – 49 years, 3.4% have disabilities (Source: National Council of Social Service. Based on a random sampling of 2,000 Singapore residents and permanent residents aged 18 and above done by NCSS in 2015, the self-reported disability prevalence rate was 3.4% for those aged 18 – 49 years old. This includes those who acquired disabilities due to accidents and illness.) Of the resident population aged 50 years and above, 13.3% have disabilities (Source: National Council of Social Service. Based on a random sampling of 2,000 Singapore residents and permanent residents aged 18 and above done by NCSS in 2015, the self-reported disability prevalence rate was 13.3% for those aged 50 years and above. This includes those who acquired disabilities due to accidents, illness and older age).

To view and download the Enabling Masterplan 2017-2021, go to the Ministy of Social and Family Development's Disabilities and Special Needs page: (Enabling Masterplan 2017-2021)

Ideal Outcomes

Inclusive society

Needs of People with Disabilities

• 2018: Lien Foundation Study on Early Intervention Professionals
• 2017: NVPC Report on Issues Faced By People With Disabilities In Singapore
• 2016: Lien Foundation’s Inclusive Attitudes Survey of the General Public and Parents of Children with Special Needs
• 2016: DPA’s Achieving Inclusion in Education

Need access to relevant information

Existing Resources

AbleThrive - curates content for people with disabilities and their families pn life skills, relationships, travle, parenting etc. https://ablethrive.com/

Gaps and Their Causes

Possible Solutions

Early Intervention

---

Need for timely and effective early intervention

• 7,000 children aged 6 and below have developmental difficulties as of 2015
• 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)

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
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
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 [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 Currently serving about 2,600 children, projected to grow to 3,200 places by 2018 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 - 41 graduated, 27 progressing to mainstream primary and the rest to SPED	EIPIC Centres have long waiting lists (up to six months or a year) Early Intervention Professionals face quick burnout, unattractive salaries/benefits relative to the private sector and shortage of manpower	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 AWWA Community Integration Service Care Corner Educational Therapy Service Cerebral Palsy Alliance Singapore (CPAS) Down Syndrome Association's Children Education Services Handicaps Welfare Association (HWA) [confirmation required] iC2 PrepHouse 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

Education

---

Need for accessible and quality pre-school options

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
Inclusive Preschools Kindle Garden by AWWA Private service providers include: Bright Path Preschool Melbourne Specialist International School SAIL Playhouse Wee Care @ Tanglin	Lack of affordable pre-school options. Inclusive learning environments pose higher costs which can prohibit those from low/middle-income families. Private operators are costly and limited as well. Kindle Garden raised fees fees from $980 to $1,880 a month for full-day childcare from January 2018 (Median fee for full-day childcare is $867 caa 30 June 2017) Parents report difficulties enrolling children with preschools: 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 Many parents feel their kids inadequately supported by inexperienced staff, an unsuitable curriculum and inadequate school facilities
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

---

Need for trained educators in both special education (SPED) and mainstream settings

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
Mainstream Teachers NIE Pre-Service Training on Special Needs features a compulsory 12-hour module on special needs for all beginning teachers Teachers Trained in Special Needs (TSN) comprise 10% of teachers in mainstream primary schools and 20% in secondary schools.	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 [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
Formal Education Certification Ngee Ann Polytechnic Advanced Diploma in Early Childhood Intervention (Special Needs)   NIE Diploma in Special Education (DiSE) Advanced Diploma in Special Education (ADiSE) Master of Education (Special Education), support-able by MOE Masters Scholarship SSI-FlindersU Bachelor of Education (Special Education) College of Allied Educators  Teachers Trained in Special Needs (TSN) - 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	Low remuneration and occupational prestige, and high course fees deter many from entering the field of special education Social Service Sector Salary Guidelines High turnover of SPED teachers [Actual %?] Lack of adequate training in the area of student behavioural management SPED teachers do not have have the same progression opportunities as mainstream teachers [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 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?
Allied Educators (Learning and Behavioural Support) Provides support to students to meet their needs and behavioural challenges All 190 primary schools and 69 secondary schools (40% of the total number of secondary schools) have at least one AED(LBS) Currently around 500 AED(LBS), set to rise [Need outcome information as to whether AED(LBS):SEN student ratio is sufficient]	High turnover of Allied Educators [Actual %?] Due to unclear job scope, low remuneration and lack of career progression, as well as perceived lower work status relative to MOE teachers 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? Only two SPED schools under Rainbow Centre have art and music therapists

---

Need to gain access to an adequate education (mainstream school, homeschooling, alternative education etc.)

• 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
• There are 31,000 students with special needs (80% mainstream school, 20% SPED) ; 20,000 children with SEN have enrolled in mainstream schools
• A third of Singaporeans do not have a disabled person in their social circles 

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
Mainstream Primary Schools Deaf/Hearing Impairment Mayflower Primary School 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	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 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	Not all mainstream secondary schools are fully accessible to all disability types
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018 , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH Guided by the SPED Curriculum Framework	Limited number of SPED schools, with long waiting lists up to two years. MOE has said that parents contribute to longer wait lists and waiting times for admission by fixating on a single school Lack of pathways for SPED students to enter/re-enter the mainstream education system, or to access the mainstream curricula (e.g., Physical Education, Home Economics). Some argue that the divergence of the SPED curricula right from the start makes it impractical to re-join the mainstream education format
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA) 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) 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.
Community Educational Support Services AWWA Community Integration Service Care Corner Educational Therapy Service Cerebral Palsy Alliance Singapore (CPAS) Down Syndrome Association's Children Education Services Handicaps Welfare Association (HWA) [confirmation required] iC2 PrepHouse 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
Financial & Transport Support SG Enable Schemes Assistive Technology Fund Public Transport Concession Scheme Taxi Subsidy Scheme VWO Transport Subsidies MOE Special Educational Needs Fund (Polys and ITEs only)  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). Edusave Grants and Edusave Pupils Fund SPED Financial Assistance Scheme NatSteel-SPD Education Programme	High transport costs Some students with disabilities have physical impairments which make independent utilisation of public transport problematic for them Parent availability to transport students is not always possible, particularly where both parents work Costs still high for lower-income people with disabilities

---

Need for schools to provide reasonable accommodations to students with special educational needs

• 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
• 64% of Singaporeans are willing to share public spaces with disabled children, but not interact with them

OVERARCHING GAP : Ambiguity over what ‘inclusive education’ means. 

• UNCRPD Article 24 gives an idea , but there is no coordinating or national policy about inclusion from which mainstream and SPED schools can develop their inclusive programmes and practice
• Some tend to describe inclusion as only placement in a mainstream classroom, while others mistakenly assume it is a one-size-fits-all approach
• EI professionals describe it as “special needs children being accepted for who they are and given opportunities to learn, grow, develop their full potentials and live meaningfully” 

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
Mainstream Primary Schools Deaf/Hearing Impairment Mayflower Primary School 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	Not all mainstream primary schools are fully accessible. Few mainstream schools offer facilities for students with sensory impairments (VI/HI). Primary school teachers often feel overwhelmed and ill-prepared to handle too many children with special needs and/or disabilities in a large class. Mainstream educators and students lack understanding of how to engage with people with disabilities without ignorance, pity or aggression  Especially those without prior contact with PWDs or training in special needs
Mainstream Secondary Schools 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	Not all mainstream secondary schools are fully accessible to all disability types Mainstream educators and students lack understanding of how to engage with people with disabilities without ignorance, pity or aggression
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018 , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH Guided by the SPED Curriculum Framework	Limited number of SPED schools, with long waiting lists up to two years. MOE has said that parents contribute to longer wait lists and waiting times for admission by fixating on a single school Lack of pathways for SPED students to enter/re-enter the mainstream education system, or to access the mainstream curricula (e.g., Physical Education, Home Economics). Some argue that the divergence of the SPED curricula right from the start makes it impractical to re-join the mainstream education format
Satellite Partnerships Provide opportunities for integration between SPED and mainstream school students 16 SPED schools have been involved as of 2014
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA) 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) 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.	Disability services in Singapore’s Higher Education sector tend to vary in terms of structure and consistency, and is in need of alignment across IHLs	SMU has been funded by the Enabling Lives Grant on a project to develop guidelines, resources and professional programmes for disability services in higher education in Singapore
ITE's Buddy’IN Co-curricular activity which brings students of different abilities together

---

Need for students to be prepared for work and life

EXISTING RESOURCES	GAPS AND THEIR CAUSES	POSSIBLE SOLUTIONS
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018 , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH Guided by the SPED Curriculum Framework	The SPED curriculum over-emphasises the acquisition of hard skills as opposed to soft, employability skills, e.g., attending an interview, anger management, effective communication with co-workers Need to help daily living skills and activities of daily living be retained even after exiting school This is more applicable to people with developmental disabilities who are in DACs, to help increase independence and possibly reduce demand for disability homes in the future.
School-to-Work (S2W) Transition Programme Jointly launched by MSF, MOE and SG Enable in 2014 Students with the potential to work are referred by SPED schools to SG Enable, who matches them to job training; students receive on-site job training from job coaches for up to one year after graduation leading to employment EM3 = plans to scale the programme up
Vocational Certification Programmes Metta School Students who successfully complete the programme will receive the Institute of Technical Education Skills Certificate (ISC). APSN Delta Senior School Students who successfully complete the programme will receive the Singapore Workforce Skills Qualifications (WSQ). Students who successfully attain the ISC or WSQ may apply for jobs in the open market or attend further advanced training (e.g., at ITEs to pursue the National ITE Certificate (NITEC) as long as they meet course pre-requisites)	Vocational training provided by SPED schools has not kept up with changing job market. Along with automation and digitalisation there is an increasing emphasis on specialist skills such as accounting, graphic design, teaching and administrative work, crowding out simple manual jobs SPD book binding orders and restoration services plunged by about 40% since 2010 Bizlink lost contracts for printing and packing of red packets because businesses are outsourcing jobs to other countries in the region	Review vocational training to ensure that skills and knowledge taught meet the changing needs of the job market

---

Employment & Financial Independence

Aspire to an “Inclusive workplace”, which should include:

- Fair recruitment and procurement practices

- Policies concerning equality and human rights, working conditions, dignity at work, employee welfare are in place

- Reasonable accommodation made by employers: “an accommodation is defined as any change in work environment or processes to allow an employee with disability to enjoy equal employment opportunities. As such, accommodations can be broadly categorised into either job or workplace accommodation. Examples of job accommodation include job trial, part time employment, flexible working hours and telecommuting. Workplace accommodation addresses the accessibility of the compound or facility. These accommodations are relevant not only to persons with disabilities, but also to other employees as well. Amongst other benefits, reasonable accommodations can lead to employee retention.”[file:///C:/Users/User/Downloads/SG-Enable-Online-HRM-Series-Recruitment-and-Hiring.pdf SG Enable Online HRM Series]

- A welcoming workplace culture: “Inclusion goes beyond merely having a mix of employees with different demographics and backgrounds in the workplace. It is about appreciating employees for the unique value they bring to the workplace, and leveraging on those differences to add value to the organisation so that both the person and the organisation can flourish.” (TAFEP’s Creating an Inclusive Workplace toolkit

"Inclusive workplaces are rare in Singapore, where persons with disabilities (PWDs) comprise just 0.55 per cent of the resident labour force. They are mainly employed in the hospitality, food and beverage, wholesale and retail, and administrative support sectors" (ST 1 Oct 2017)

---

Need for financial support

Existing Resources Youth Aspiration Award from SPD [Still around?]

Need to be job ready

Employability = Vocational skills + soft skills

Existing Resources

-Employment Support Programme Training (SPD - 146 clients. Provides training places to help increase employability of job seekers withd isabilities)

-Sheltered Workshops also provide vocational training

-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. (ST 1 Oct 2017).

Gaps and Their Causes

Potential Solutions

---

Need for diverse job offerings that accommodate the different preferences, requirements and circumstances of PWDs and the concerns of their caregivers

[should the need statement include'preference' since most people don't get the luxury of only taking jobs they like?]

Existing Resources

- Employment placement services (SG Enable, SPD, Autism Resource Centre, MINDS)

- Open Door Job Portal by SGEnable

- Job club of IMH

- Sheltered Workshop ( SPD - 126 clients)

-Employment Support Programme ( Job placement and Job Support Programme, SPD - 500 clients)

Gaps and Their Causes

- PWDs pigeonholed into certain job roles: hospitality, food & beverages, customer service; Mostly low-skilled jobs e.g. dish collector, cleaner, somewhat higher skilled jobs in offices are at entry level e.g. receptionist [Need Data]

- Companies and their HR may not be ‘diversity ready’? [Need Evidence]

Possible Solutions

- Job placement and support services can be linked to mainstream job agencies to access larger network of potential employers [Specify how?]

- Use quota system for hiring, but only applicable to large companies or government agencies (ST 6 Aug 2016)

- vayable can allow tours to be provided by people with disabilities

---

Need for information on available job opportunities for persons with disabilities

Existing Resources

- Job Search: Open Door Job Portal

- Employment placement services (SG Enable is the focal point, but services provided by SPD, Autism Resource Centre and MINDS)

Gaps and Their Causes

- Anecdotal evidence that VWOs do not share full range of job options but pre-select choices for their clients [Source?]

Possible Solutions

---

Need for employers to understand the capabilities of PWDs and be willing to hire

- As of December 2015, 4,500 employers received subsidies from the Special Employment Credit scheme for hiring 5,700 disabled workers. ARC president Denise Phua said more employers are willing to employ the disabled due to the tight labour market (ST 19 Apr 2016)

- The Association for Persons with Special Needs (APSN) had 35 companies hiring its clients last year, up from 25 the year before. The number of companies hiring clients of the Autism Resource Centre (ARC) grew from four in 2012, to nine last year. Uniqlo started hiring intellectually disabled employees in 2012, and has 20 such workers in its 16 outlets here. Starbucks hired six clients from ARC for its 100th store here, which opened at the Fullerton Waterboat House two months ago. It has committed to have ARC clients form at least 25 per cent of the staff at the store.(ST 19 Apr 2016)

Study by Kathy Charmaz on workplace disclosures, for reference

Existing Resources

- Inclusive Business Forum - Jointly organised by SG Enable and the Singapore Workforce Development Agency (See also Business Times Article)

- Enabling Employer’s Network

- Periodic public education campaigns such as ‘More Than Dis’ campaign led by a trio of undergraduates from NTU.

- Special Employment Credit scheme: Government pays up to 16 per cent of the salary of workers with physical or intellectual disabilities, for those earning up to $4,000 a month (ST 19 Apr 2016) See also

Gaps and Their Causes

- Inclusive workplaces are rare in Singapore, where persons with disabilities (PWDs) comprise just 0.55 per cent of the resident labour force. They are mainly employed in the hospitality, food and beverage, wholesale and retail, and administrative support sectors (ST 1 Oct 2017)

- Employer’s misconceptions and false assumptions about the abilities of those with disabilities (only a handful of them are educated in SPED schools and do not have the necessary skills and credentials to obtain high-wage, high-skill jobs) [Need evidence]

- Limited effectiveness because it is hard to change employer attitude: Mr Ong Peng Kai, 24, who has cerebral palsy, felt this sentiment first-hand when he tried to find a job last year. "I studied maths and economics at university so I sent out about 30 resumes to banks, investment and insurance companies but none of them got back to me," said Mr Ong, who was eventually hired by NCSS as an assistant manager. The president of the Disabled People's Association, Mr Nicholas Aw, said the campaign should target the young more. "Such educational campaigns will help but how much they can help is a question mark. Sometimes people are aware but they are just not walking the talk," he said. (ST 3 Jun 2016)

Possible Solutions

- Public education campaigns highlighting the strengths and abilities of those with disabilities and more career fairs for PWDs

---

Need for persons with disabilities to be work ready

Existing Resources

- Career coaching and guidance SG Enable + VWO Vocational assessment (ARC, SPD, MINDS) SG Enable’s iEnable provides emotional support and prepare clients for job interviews.

- SPD’s Transitional Programme for people with acquired disabilities

- Workfare Training Support scheme

- Open Door Programme (Training grants)

- Skillsfuture initiative

- SPED vocational training programmes

Gaps and Their Causes

- As of August 24, 2015, SPD Transitional Programme has taken in 63 clients and matched nine to jobs [source?]

Possible Solutions

---

Need for accessible work environment

Existing Resources

Universal Design

Assistive Technology Fund

Open Door Programme

Gaps and Their Causes

Using principles of universal design, the BCA has improved accessibility of our built environment. But Richard Kuppusamy, a wheelchair user, commented that the layout in the BCA code is more conducive to assistants of persons with disabilities, rather than for more independent users who do not need help.

Even with the subsidies, technology aids are costly for persons with disabilities; those from low-middle income households do not qualify for a subsidy after means-testing.

Sometimes the subsidy is not enough to cover a person’s assistive technology needs over a lifetime.

Possible Solutions

increase the means testing of Assistive Technology Fund to cover more persons with disabilities from lower-middle income households

---

Need for fair recruitment and procurement practices and opportunities for career progression, including employment rights

Existing Resources

- Employment Act

- TAFEP - Tripartite Alliance for Fair & Progressive Employment Practices (made up of SNEF, NTUC, MOM) Provides Resources and Guidelines on Fair Employment Practices

- Signed UNCRPD

- Participatory research project on employment discrimination by DPA (ST 31 Oct 2016)

Gaps and Their Causes

- Employment Act - no legal recourse for offenders

- TAFEP Guidelines is not strictly binding; lack bite; no legal recourse;

- Government favours promotional and educational approach; Laws may adversely affect businesses; Government wants to avoid market rigidity. Government’s view: kindness and compassion cannot be legislated. Nor can they be enforced. It follows, then, that moral suasion, raising public awareness and promoting civic consciousness are more realistic ways to bring about change. (TODAY 3 Dec 2013)

- Legislation is the way to change mindsets and attitudes because people are apathetic (ST 16 Nov 2013)

- Possible that many companies, including government agencies and statutory boards, continue to ask in their application forms if a job candidate has any physical or mental disabilities. (Forum ST 13 Aug 2016)

Possible Solutions

- Anti-discrimination laws and/or ombudsman body together with public education. [Existing legislation we can study, adapt and adopt from are the Americans with Disabilities Act, the United Kingdom’s Equality Act and Australia’s Disability Discrimination Act, which are regarded as being the gold standard. (Alvan Yap)]

- Nicholas Aw: "Mindsets are hard to change so we need to go into the schools and start with the young because they are more open and receptive." (ST 3 Jun 2016)

---

Need for ongoing work support

Existing Resources

Open Door Programme (SGEnable)

Inclusion fundamentals workshop for employers (DPA)

Integrated Community Space (Enabling Village)

Special Employment Credit (See https://www.sec.gov.sg/Pages/More-Information-on-SEC.aspx)

Workfare Income Supplement

Transition Programme for Employment (SPD - 40 clients, stroke or spinal cord injuries to return to mainstream employment)

Gaps and Their Causes

- “140 companies have applied for the fund, with an average claim of $3,000. About 650 persons with disabilities have been placed in jobs, including those supported under the initiative.” There is not a high level of awareness by employers of available schemes or they do not tap onto the schemes because they think it’s complicated and cumbersome

- HR is diversity ready? (e.g. HR side should have a policy to answer such queries and address any issues arising from having a staff with disability)

- low take-up rate? (need statistics)

Possible Solutions

Outreach programs to familiarise public with the schemes

---

Rehabilitation and Daily Living

Need for rehabilitation and medical treatment

Existing Resources

Continuing Therapy Programme (speech and occupational therapy for under 18, SPD - 186 clients)

Home Therapy (unable to leave homes) (SPD - 12 clients)

Day Care and Maintenance Therapy (SPD - 195 clients)

Rehabilitation Centres (SPD - 470 clients)

---

Caregiver Support

Need for caregivers respite

Existing Resources

Weekend Respite at SPD (14 pax served as of 31 Mar 2017)

Agency X has thie servse

Gaps and Their Causes

Potential Solutions

Need to provide for people with disabilities after caregivers pass on

Existing Resources

Special Needs Trust Fund (SNTC)

Gaps and Their Causes

447 SNTC accounts currently opened, out of 117,000 estimated people who might require it (ST 29 Mar 2017)

[“Special needs children's trust fund to get boost” ST 22 June 2011] some parents or guardians are struggling to afford the minimum $5,000 they need to use the government-backed fund. Special Needs Trust Company general manager Esther Tan said the company has so far reached out to about 2,000 parents and caregivers through more than 50 public events at places such as special needs schools and hospitals. But only about 350 approached the company afterwards to develop care plans. Fewer eventually start accounts. To date, only 115 accounts have been set up with the non-profit firm. There are other ways parents can ensure their special needs children are provided for. For example, parents can start Central Provident Fund (CPF) accounts for them or nominate them as the beneficiaries of their CPF savings or insurance policies. Parents unable to come up with $5,000 can also instruct executors of their wills to liquidate their assets after they die and start trust accounts with the Special Needs Trust Company. Many parents have asked if they can use their CPF savings to fund the minimum sum, she added. But CPF funds can be used only for approved purposes under the CPF Act. Setting up a trust for special needs dependants is not of them.

Potential Solutions

Social Inclusion

Need for children with special needs to be part of community outside of school

According to a Lien Foundation survey in 2016, of the 835 parents of special needs children who were surveyed, four in 10 think their children spend too little time in the community outside of school.Nearly half of those surveyed said their children do not have friends without disabilities (ST 2 Oct 2017)

---

Need for public to emphatically understand the circumstances PWDs face and know how to support and interact with them

Existing Resources

Society Staples

A social enterprise that uses mass engagement platforms to educate public about experiences of people with disabilities; provides team building services for corporates: eg experiencing blindness, learning sign language etc.

https://www.societystaples.com.sg

Purple Parade

http://www.purpleparade.sg/

See the True Me

http://seethetrueme.sg/

Buddy'IN, a programme aimed at socially integrating graduating students from special education schools with their peers from institutes of higher learning, through semi-structured social activities and sessions.(ST 17 Jun 2016)

December 3rd, 2017, the International Day of People with Disabilities -AbleThrive is hosting meetups around the world for people with disabilities, their families and allies to come together

Lien Centre for Social Innovation Workshop on Inclusion - Allyship 101

https://lcsi.smu.edu.sg/programmes/changelab/allyship-101

Gaps and Their Causes

For 'See the True Me' there is a question about the reach of these campaigns because many at a forum, many from disability sector have not seen or heard about it

Invisible disabilities (learning disorders, hearing impairment) are less obvious, and therefore the public may not understand their behaviors and support may be less forthcoming (ST 28 May 2016)

Mr Andrew Soh, assistant director at Down Syndrome Association, said public attitudes are less favourable towards people with autism and intellectual impairments, compared with those with physical disabilities, because people fear what they cannot see. "People can't tell how serious their disability is and don't know what to say or how to help them," he said.(ST 3 Jun 2016)

Possible Solutions

---

Need to communicate effectively with one another and others

MIND’s keyword signing as total communication

—�-

Need for mobility and access to transportation

Existing Resources Transportation subsidies:

Taxi Subsidy Scheme

VWO subsidy scheme

Public Transport Concession Scheme for Persons with Disabilities

Assistive devices for drivers with disabilities (ST 24 Oct 2016)

Accessible public transportation:

UberAssist Channel News Asia report

Wheelchair accessible taxis see taxisingapore.com and LTA accessibility push

Wheelchair Accessible Buses (About 80% of buses are wheelchair accessible, and LTA aims for 100% coverage by 2020).

Disabled facilities at MRT stations and in trains (More than 80% of MRT stations have at least two barrier free access routes).

Accommodation for drivers with disabilities:

Car Park Label Scheme for Persons with Physical Disabilities

SPD provides training for Tower Transit bus drivers how to help commuters with disabilities (ST 28 Apr 2016)

Gaps and Their Causes

Transportation costs, while subsidised, are still high for lower income PWDs

Cheaper transport options such as buses and trains are either too crowded for wheelchair users or other persons with disabilities OR there are service issues, such as some unprofessional or even discriminatory drivers or passengers.

Open prams used by caregivers now allowed on public buses, but not all bus drivers realise this yet (ST 2 Oct 2016)

Possible Solutions

---

Need for access to digital media

Existing Resources

Gaps and Their Causes

Potential Solutions

-Web Accessibility Guidelines https://www.w3.org/TR/WCAG20/

-Accessibility reviews of the web https://www.abilitynet.org.uk/

---

Need for access to leisure and recreational activities

Existing Resources

ActiveSG is promoting disability sports. Various sports have been adapted for them. In Singapore, the range of sports for people with disabilities includes handcyling, swimming, table tennis and boccia, a ball game that can be played by wheelchair-users with motor-skill impairment (ST 27 Sep 2016)

The inclusive playgrounds in Bishan-Ang Mo Kio Park and Ghim Moh and the complementary Children in Action programme (ST 17 Jun 2016)

Running Hour A sports co-operative that promotes integration of persons with special needs through running. We have members who are mildly intellectually challenged, physically challenged and visually challenged joining us to keep fit. We welcome anyone passionate about running to join us as running guides.

"Inclusive" art workshop to encourage interaction between children with and without special needs. Run by Superhero Me, a non-governmental organisation that runs art programmes for children (ST 2 Oct 2017).

Free entry for people with disabilities and caregivers to (special exhibitions of) NHB museums (ST 15 April 2018 “Free entry for people with disabilities”)

Gaps and Their Causes

Sports take-up rate among people with disabilities remains low, though they stand to benefit more than able-bodied people by being active(ST 27 Sep 2016)

Reasons why people with disabilities may shun sports:(ST 27 Sep 2016) •Difficulty in getting transport to the sports facilities. •Cost of specialised equipment and transporting them. •Struggles with the basics of daily life that push the thought of exercise into the background. •Depending on volunteers to help out, such as transferring the person with disability from a normal wheelchair to a racing wheelchair. •A tendency to withdraw from society and an unwillingness to leave the house for various reasons. •Logistics. For instance, when a wheelchair racer travels overseas for races, he has to take along a special racing wheelchair, a regular wheelchair for moving around and a commode chair. •There may also be psychological factors such as confidence, self image issues and a self-perceived inability to do sports.

Lack of opportunities to prove themselves ;being overprotective could limit their exposure, hindering their ability to lead a fulfilling and independent life (CNA 21 Sep 2017)

Possible Solutions

There should be regular disability sports sessions in all special education schools and organisations for the disabled (ST 27 Sep 2016)

Collectively refrain from assuming what PWDs can or cannot do, never mind their condition. (CNA 21 Sep 2017)

---

Need opportunities to give back to society

Existing Resources SPD Youth Development Programme - Trained and mentored youths with disabilities to enable them to champion social causes and give back to the society.

Resource Directory

Voluntary Welfare Organisations

APSN

http://www.apsn.org.sg/

Down Syndrome Association (Singapore)

http://www.downsyndrome-singapore.org/

founded in 1995 by parents, has close to 1000 members, of which over 300 are persons with Down syndrome Operates a DSA Thriftshop at Telok Blangah Crescent

MINDS

http://www.minds.org.sg/

Muscular Dystrophy Association of Singapore (MDAS)

http://www.mdas.org.sg/

SPD

http://www.spd.org.sg/

Bizlink

http://www.bizlink.org.sg/ training and employment for people with disabilities One of Bizlink's biggest businesses is providing cleaning teams to other companies. These teams are made up of able-bodied workers and those with disabilities (ST 1 Oct 2017).

Social Enterprises that provide services for people with disabilities

Olive Tree Development Centre

http://olive-tree.sg/

Social Enterprises or Businesses that hire people with disability

Dignity Kitchen

http://dignitykitchen.sg/

Personalised Love

https://www.personalisedlove.com/

SEOciety

http://www.ourseociety.com/

Social Food Inc

https://www.facebook.com/pg/socialfoodinc/about/

Incorporated in 2013, Social Food Inc. Pte Ltd is an established Halal-certified food caterer that provide people with disabilities with employment training

Started by Sim Sin Sin. See Case Study of Social Food Inc

WISE Enterprise

https://www.wise-enterprise.sg/

Adrenalin

http://adrenalin.com.sg/

Six of the 25 workers at Adrenalin have disabilities and other special needs. Staff members include two deaf persons, an employee who uses a wheelchair and people recovering from mental illness (ST 1 Oct 2017).

Holiday Inn Singapore

Holiday Inn Singapore Orchard City Centre hotel in Cavenagh Road - 12 per cent of the more than 200 staff are PWDs, staff adjust to the different ways of communication of some PWD employees, some of whom have intellectual disabilities or autism (ST 1 Oct 2017). .

Han's Group

Han's Group, about 50 employees, or 10 per cent of its workforce, are persons with disabilities (ST 1 Oct 2017).

Disabled People's Organisations

Disabled People's Association

http://www.dpa.org.sg/

Friends of the Disabled Society

https://www.fds.org.sg/

Government Agencies

MSF Disability Division

https://app.msf.gov.sg/About-MSF/Our-People/Divisions-at-MSF/Social-Development-and-Support/Disability-Division

SGEnable

https://www.sgenable.sg

Scholarships and Bursaries

Dare to Dream

The scholarship provides special needs persons, who are successful in gaining entry into a diploma programme at the LaSalle College of the Arts, with funding of fees for the full duration of the diploma programme at the College. Dare To Dream

International

World institute on Disability https://wid.org/

Members

There are currently 9 team members in the Disability Policy Network

They come from organisations such as DPA, NVPC, NYC, IHPC (A*Star) and IPS.

You don't need to join the team to contribute, but if you would like to do more, please contact: Sumita Kunashakaran at advocacy@dpa.org.sg or Justin Lee at justin.lee@nus.edu.sg

The objectives of the Disability Policy Network are:

1. To establish a network of organisations and individuals with an interest in Disability issues. The network will convene every quarterly.

2. Select and study issues prioritised by its members. Issue briefs will be disseminated to members and Policy briefs will be written collectively after dialogue.

3. An Annual Needs & Gaps Report will be produced and submitted to relevant government agencies as a representation of the views of the sector.