Disability/Early Intervention/Theory of Change

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

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Theory of Change

Short-Term Outcomes (skills, knowledge, attitudes)		Mid-Term Outcomes (behaviours)		Long-Term Outcomes (impact)		Social Impact
Educators are extensively trained	→	PWDs are supported by qualified educators	→	PWDs are equipped with skills for work and life (please reference the Employment page)	→	Disabled people have access to an inclusive education which nurtures their varied potentials towards academic, occupational and social development
School infrastructure and learning environments meet accessibility standards	→	PWDs can access and participate in different levels and types of education over the life course	→
Reasonable accommodations are made to meet the individualised, unique needs of different students	→

Educators are extensively trained → PWDs are supported by qualified educators

• 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.

Programmes	Gaps	Ideas
Mainstream Teachers NIE Pre-Service Training on Special Needs features a compulsory 12-hour module on special needs for all beginning teachers	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	Low remuneration and occupational prestige, and high course fees deter many from entering the field of special education Entry requirements differ - becoming a SPED teacher does not require a degree Dispute: "Salaries of SPED teachers and MOE teachers are equal at the start, but diverge as MOE teachers have better progression pathways (hence higher pay)" - Social Service Sector Salary Guidelines Dispute: "There are salary adjustments every three years." High turnover of SPED teachers Dispute: What is the actual data? Vs. mainstream schools? [Need statistics] Lack of adequate training in the area of student behavioural management SPED teachers do not have have the same progression opportunities as mainstream teachers [Are there enough/trained SPED Teachers to manage increase intake of students due to Revised Compulsory Education Act?]	Establish provisions for self-care for SPED professionals Establish adequate training in the area of student behavioural management Some professionals enter the field in pursuit of a perceived calling (rather than purely monetary aspects); can they be supported in realising their calling/aims?
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 [What is the actual data?] 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
Teachers Trained in Special Needs (TSN) Scheme 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 Comprise 10% of teachers in mainstream primary schools and 20% in secondary schools