Disability
Contents
- 1 The Disability Community Network
- 2 Definitions and Scope
- 3 Specific Sub-Pages / Client Segments
- 4 Desired Outcomes & Objectives
- 4.1 EARLY INTERVENTION
- 4.2 EDUCATION
- 4.2.1 Accessible and quality pre-school options
- 4.2.2 Trained educators in both special education (SPED) and mainstream settings
- 4.2.3 Gain access to an adequate education (mainstream school, homeschooling, alternative education etc.)
- 4.2.4 For schools to provide reasonable accommodations to students with special educational needs
- 4.2.5 For students to be prepared for work and independent living
- 4.3 EMPLOYMENT
- 4.4 CAREGIVER SUPPORT
- 4.5 SOCIAL INCLUSION
- 4.6 EFFECTIVE COMMUNICATION
- 5 Resource Directory
- 5.1 Voluntary Organisations, Non-Profits
- 5.2 Special Education (SPED) Schools
- 5.3 Social Enterprises that provide services for people with disabilities
- 5.4 Social Enterprises or Businesses that hire people with disability
- 5.5 Disabled People's Organisations
- 5.6 Initiatives
- 5.7 Government Agencies
- 5.8 Scholarships and Bursaries
- 5.9 International
- 6 Disability Conferences
- 7 References
The Disability Community Network
- Page to the Disability Community Network
- Page to our Google Group / Forum.
Definitions and Scope
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)
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 Ministry of Social and Family Development's Disabilities and Special Needs page: (Enabling Masterplan 2017-2021)
Specific Sub-Pages / Client Segments
Page to Adults with Autism
Page to Visual Impairment
Page to Hearing Impairment
Page to Arts and Disability
Page to Intellectual Disability
Page to Aphasia
Desired Outcomes & Objectives
- Click here for ongoing Landscape of Needs and Gaps exercise
Sources
- 2018: Lien Foundation Study on Early Intervention Professionals
- 2017: NVPC Report on Issues Faced By People With Disabilities In Singapore
- 2017: Enabling Masterplan (2017-2021)
- 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
- 2016: Singapore's Initial Report to the Committee on the Rights of Persons with Disabilities
- 2015: Lien Centre for Social Innovation's People with Physical Disabilities in Singapore: Understanding Disabling Factors in Caregiving, Education, Employment and Finances
- 2011: MOH's Caregiving in Singapore snippet of the National Health Survey 2010
EARLY INTERVENTION
Timely and effective early intervention
- 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.
STATISTICS
|
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Post-Diagnostic Touchpoints
[need information] |
|
|
Development Support (DS) & Learning Support (LS)
|
||
Early Intervention Programme for Infants & Children (EIPIC)
|
| |
Community Educational Support Services
|
EDUCATION
- 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”[12]
Accessible and quality pre-school options
- Many mainstream preschools are reluctant to take in children with special needs because their facilities and their teachers are not equipped, and there are only a handful of inclusive preschools & ICCPs.
- While private pre-schools are better in quality and accessibility, they may not be affordable to all parents.
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Inclusive Preschools
|
|
|
Integrated Child Care Programme (ICCP)
|
Trained educators in both special education (SPED) and mainstream settings
• 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.
- 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.
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Mainstream Teachers
|
|
|
Formal Education Certification
|
|
|
Allied Educators (Learning and Behavioural Support)
|
|
|
Teachers Trained in Special Needs (TSN) Scheme
|
||
Gaps
Questions
|
Gain access to an adequate education (mainstream school, homeschooling, alternative education etc.)
- 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).
- 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.
STATISTICS
The Revised Compulsory Education Act — concerns about implications:
|
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Mainstream Primary Schools
|
|
|
Mainstream Secondary Schools
|
|
|
Special Education (SPED) Schools
|
|
|
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA)
|
||
Special Student Care Centres
|
||
Community Educational Support Services
|
||
Financial & Transport Support
|
|
For schools to provide reasonable accommodations to students with special educational needs
- 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
STATISTICS |
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
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
|
||
Gaps
|
For students to be prepared for work and independent living
- 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.
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Special Education (SPED) Schools
|
|
|
School-to-Work (S2W) Transition Programme
|
||
Vocational Certification Programmes
|
|
|
EMPLOYMENT
Migrated to here.
CAREGIVER SUPPORT
Caregivers
- Those who provide care to a person requiring support due to age, disability, illness or special needs
- Usually family members, but can also be friends or foreign domestic workers
- Can be broadly categorised into two groups: (i) Professional caregivers which include doctors, nurses, social workers, and (ii) Family caregivers, which include spouses, children, grandchildren, siblings and foreign domestic workers hired by their families, family caregivers are focused upon here.
- Special note to two groups of family caregivers: Elderly caregivers caring for disabled adult children, disabled people playing caregiver roles
- See The Survey on Informal Caregiving by MCYS
- 20% of family caregivers providing care to elderly persons aged 75 years and above with functional limitations are themselves above the age of 65.
- See A Profile of Older Family Caregivers by CARE and Duke-NUS
- Older family caregivers are in declining health themselves but spend long hours (up to 60 hours per week) caring for their family member. More than half of family caregivers up to the age of retirement (55-65 years) are juggling long hours of both formal employment and caregiving.
- More than half of family caregivers aged 70-74 years do not receive help from anyone else to care for their family member
- Well beyond the retirement age, family caregivers are spending 50 to 60 hours per week caring for their older family member.
- See The Survey on Informal Caregiving by MCYS
STATISTICS
Refer to Caregiving in Singapore (Sep 2011) for more statistics on the profile of informal caregivers in the Singapore population and the key characteristics of caregivers and care recipients. Some statistics:
|
Respite care
- Caregivers continue to be concerned about the need for respite care[3]
- Caregivers reported a lack of opportunity for respite, especially when care recipients require round-the-clock care[59]
STATISTICS
|
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Home Based Care Services
|
|
|
Drop-in Disability Programme
|
||
Day Activity Centres
|
|
|
Children Disability Homes (Short-Term Respite)
|
||
Adult Disability Homes (Short-Term Respite)
|
||
Respite services offered at selected day care centres and nursing homes under the ambit of AIC
|
||
One Child One Skill
|
While caregivers welcome the opportunity for respite, some are concerned about students’ abilities to take care of and work with their children without their supervision |
Physical health necessary to carry out caregiving
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
|
|
Psychosocial health
- Caregivers expressed the concern that they require self-care[3]
- Stress from caregiving, along with increased time spent on care work affects caregivers' personal health and well-being[3]
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Community Counselling/Emotional Support Services
|
Caregivers reported a lack of opportunity for respite, especially when care recipients require round-the-clock care.[63] |
|
Community Support Groups
| ||
Caregiver Activities in the Community
| ||
Caregiving Welfare Association - Caregiver Counselling Services
|
Financial support
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Caregivers Training Grant
|
||
Foreign Domestic Worker Grant
|
| |
Foreign Domestic Worker Levy Concession
|
||
Community Long Term Care / Financial Planning Services
|
||
Additional Financial Support for Care Recipients with Disabilities | ||
Handicapped Child Relief (HCR)
|
|
Future care planning
- Caregivers are worried about their future inability to care for their loved ones with disabilities[3]
- Caregivers of children with special needs are also concerned about the post-18 trajectory
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Assisted Deputyship Application Programme (ADAP)
|
|
|
Special Needs Trust Company (SNTC) Trust
|
|
EM3 (Recommendation 14)
|
Special Needs Savings Scheme
|
Skills and information to do caregiving
EXISTING RESOURCES | GAPS AND THEIR CAUSES | POSSIBLE SOLUTIONS |
Post-Diagnostic Touchpoints
(e.g., hospitals, medical personnel) |
|
|
NeuroDiverCity
|
||
All In (in development)
|
||
SG Enable
|
| |
Caregivers Alliance
|
||
Caregiver Training Courses by VWOs and KKH/NUH
|
| |
Caregivers Training Grant
|
||
Handbooks
|
SOCIAL INCLUSION
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)
For the 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
See the True Me
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
EFFECTIVE COMMUNICATION
MIND’s keyword signing as total communication
—�-
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
An 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
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/
---
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)
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
A good index of weblinks and resources for families with special needs kids in Singapore can be found here
Voluntary Organisations, Non-Profits
Aphasia SG
Organised by a team of speech and language therapists, Aphasia SG is a 100% volunteer-run non-profit organisation whose flagship programme is Chit Chat Cafe, a free monthly “pop-up café” for persons with aphasia (PWA) and their caregivers to interact and enjoy a cup of coffee together in a safe space.
Its other flagship programme is the Aphasia SG Choir, which is conducted by music therapist volunteers and that has weekly evening rehearsals at a central location.
APSN
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
Muscular Dystrophy Association of Singapore (MDAS)
SPD
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).
Special Education (SPED) Schools
19 SPED schools as of January 2018: https://www.moe.gov.sg/education/special-education/special-education-schools/list-of-sped-schools
Social Enterprises that provide services for people with disabilities
Olive Tree Development Centre
Social Enterprises or Businesses that hire people with disability
Crunchy Teeth
Started by parents of children with special needs - aims to provide baking skills to special needs children and youth, and retails baking goods
Dignity Kitchen
Personalised Love
https://www.personalisedlove.com/
SEOciety
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
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).
Foreword Coffee
https://www.forewordcoffee.com/
Trains individuals with special needs to be baristas and frontline service staff at its coffee outlets
Disabled People's Organisations
Disabled People's Association
Friends of the Disabled Society
Initiatives
NUS Makerthon organised by Computing, Engineering, Design & Environment.
Tikkun Olam Makers - Israel based maker movement that has done makerthons for disability sector in Singapore.
Government Agencies
MSF Disability Division
NCSS Disability Services
SGEnable
Owns the i'mable collective, which aims to showcase and market the creative works of persons with disabilities, giving them even more opportunities to hone their skills and sell their craft.
i'mable Collective aims to be the preferred first stop for organisations keen to support the purchase of high quality gifts with a social cause.
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/
Disability Conferences
CONFERENCE | LOCATION | REMARKS |
Having a Say Conference | Geelong, Australia | Organised by and for people with intellectual disabilities. While the programme isn’t jam packed with information, it’s definitely interesting to learn more about how people with ID raise issues of concerns, and really take part in setting the agenda. Seems fairly prominent within Australia, but not much international reach. Down Syndrome Association brought some of its advocates there last year to share their advocacy programme |
Zero Project | Vienna, Austria | Packed chock-a-block with presentations, sharings, and booths. The theme changes year to year. 2018 was on Accessibility and saw representatives from a whole host of countries sharing more about accessibility (challenges of accessibility). Most interesting were the South American presentations that pretty much shared about how people took issues into their own hands and made spaces in their cities more accessible. The conference is accompanied by innovation booths that feature innovations from all over the world (e.g., a group of people in India who set up a form of landline service for people with disabilities to post and apply for jobs). Really cool stuff. 2019’s theme is on Political Participation. |
Global Disability Summit | London, UK (2018) | Organised by International Disability Alliance. Seems to be the place to meet the who's who in the disability sector globally. |
Inclusion International World Congress | Birmingham, UK (2018) | |
Harkin Summit | Washington DC, USA (2018) | 2018 - Rather US-centric. But great information on employment and employability practices by large organisations. |
ASEAN Disability Forums | Thailand (2019) | Moves around the ASEAN region depending on who the Chairman is. |
References
- ↑ https://www.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0
- ↑ https://www.todayonline.com/singapore/more-preschoolers-diagnosed-developmental-issues
- ↑ 3.00 3.01 3.02 3.03 3.04 3.05 3.06 3.07 3.08 3.09 3.10 3.11 3.12 3.13 3.14 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf
- ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
- ↑ https://www.sgenable.sg/uploads/EIPIC%20Service%20Matrix.pdf
- ↑ http://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf
- ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
- ↑ https://www.msf.gov.sg/media-room/Pages/Clarifications-on-EIPIC.aspx
- ↑ http://www.spd.org.sg/upload/SPD%20FY1617%20Annual%20Report.pdf
- ↑ 10.0 10.1 10.2 10.3 10.4 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.todayonline.com/singapore/big-read-special-needs-children-pre-school-not-given-0
- ↑ 12.0 12.1 Lien Foundation Study on Early Intervention Professionals. http://www.lienfoundation.org/sites/default/files/LF%20Early%20Intervention%20Survey%20Findings.pdf
- ↑ https://www.straitstimes.com/singapore/survey-unveils-challenges-faced-by-professionals-working-alongside-special-needs-children
- ↑ 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
- ↑ 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
- ↑ https://www.sgenable.sg/uploads/ICCP%20Service%20Matrix.pdf
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.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.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
- ↑ http://www.drryanduffy.com/uploads/3/1/7/2/31724447/duffy__dik_2013.pdf https://www.researchgate.net/publication/240280400_Calling_and_Vocation_at_Work http://faculty.som.yale.edu/amywrzesniewski/documents/Jobscareersandcallings.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
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students
- ↑ https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202
- ↑ http://www.lienfoundation.org/sites/default/files/FINAL%20-%20Inclusive%20Attitudes%20Survey%20Part%201_30May16.pdf
- ↑ https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf
- ↑ 40.0 40.1 40.2 https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students
- ↑ 41.0 41.1 https://www.straitstimes.com/singapore/easing-long-wait-at-sped-schools
- ↑ 42.0 42.1 https://www.moe.gov.sg/education/special-education/mainstream-schools
- ↑ 43.0 43.1 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx
- ↑ 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
- ↑ 46.0 46.1 http://www.lienfoundation.org/sites/default/files/FINAL%20-%20Inclusive%20Attitudes%20Survey%20Part%201_30May16.pdf
- ↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
- ↑ 48.0 48.1 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
- ↑ 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
- ↑ 56.0 56.1 https://www.straitstimes.com/singapore/people-with-disabilities-losing-jobs-to-technology
- ↑ https://www.straitstimes.com/singapore/singapores-caregiver-crunch
- ↑ https://www.singstat.gov.sg/-/media/files/publications/society/ssnsep11-pg12-14.pdf
- ↑ 59.0 59.1 59.2 59.3 59.4 https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1007&context=lien_reports
- ↑ https://www.aic.sg/sites/aicassets/AssetGallery/Press%20Release/Press%20Release%20-%20Caregiver%20Symposium%20FINAL.pdf
- ↑ https://www.straitstimes.com/lifestyle/struggles-of-singapores-ageing-caregivers
- ↑ 62.0 62.1 https://www.msf.gov.sg/publications/Pages/The-Survey-on-Informal-Caregiving.aspx
- ↑ https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1007&context=lien_reports
- ↑ https://www.mom.gov.sg/passes-and-permits/work-permit-for-foreign-domestic-worker/eligibility-and-requirements/employer-requirements
- ↑ http://www.asiaone.com/health/plight-caregivers-disabled-children