Difference between revisions of "Disability/Education"

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|}<big>Click '''[[Disability/Education/Theory of Change|here]]''' to explore the Disability Education Theory of Change.</big>
 
|}<big>Click '''[[Disability/Education/Theory of Change|here]]''' to explore the Disability Education Theory of Change.</big>
 
{| class="wikitable"
 
{| class="wikitable"
!<big>Key Statistics and Figures</big>
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| style="width: 33.3%;" |'''<big>Key Statistics and Figures</big>'''
!<big>Key Gaps</big>
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| style="width: 33.3%;" |'''<big>Key Gaps</big>'''
!<big>Knowledge Gaps</big>
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| style="width: 33.3%;" |'''<big>Knowledge Gaps</big>'''
 
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|<big>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<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref></big>
 
|<big>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<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref></big>

Revision as of 14:31, 5 March 2020

Short-Term Outcomes(skills, knowledge, attitudes) Mid-Term Outcomes(behaviours) Long-Term Outcomes(impact) Social Impact
Educators are appropriately trained PWDs are supported by qualified educators PWDs are equipped with skills for work and independent living(please reference the Employment page) Disabled people have access to an inclusive education which nurtures their potential towards full participation in society
School infrastructure and learning environments are accessible PWDs can access and participate in different levels and types of education over the life course
Reasonable accommodations are made to meet the unique needs of different students

Click here to explore the Disability Education Theory of Change.

Key Statistics and Figures Key Gaps Knowledge Gaps
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] Teacher training in the area of special needs SPED teachers appear to face a high turnover - but need actual data on turnover vs. 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] There are many concerns about the implications of the revised Compulsory Education Act:
  • 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?
A third of Singaporeans do not have a disabled person in their social circles [4]
About 1% of students across publicly-funded universities, polytechnics and ITEs have some form of disability[5]
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[6]
64% of Singaporeans are willing to share public spaces with disabled children, but not interact with them[6]

Opportunity Areas

Segregated or Desegregated Education?