Difference between revisions of "Disability/Education/Theory of Change"

Latest revision as of 03:58, 12 March 2020

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

To change anything in this page, feel free to contribute directly or to propose revisions and amendments in the Discussion page.

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	→		→

For inclusion - need to talk about social interactions w/ non-disabled kids too?

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
New and TBC: A professional development roadmap to enhance special educational needs (SEN) training will be introduced in 2020 for all educators in mainstream schools which includes: MOE will launch bite-sized online learning resources in phases from this year provide more professional development opportunities for educators who “play a more specialised role in SEN support”, including allied educators in learning and behavioural support, teachers trained in special needs, as well as the school’s management team
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^[1] 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^[2]^[3]^[4]^[5]^[6] Entry requirements differ - becoming a SPED teacher does not require a degree^[7] 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^[8] Dispute: "There are salary adjustments every three years." High turnover of SPED teachers^[9] 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^[10] [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? ^[11]
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)^[12] Currently around 500 AED(LBS), set to rise^[13] [Need outcome information as to whether AED(LBS):SEN student ratio is sufficient]	High turnover of Allied Educators^[14] [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^[15] 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^[16]

School infrastructure and learning environments meet accessibility standards → PWDs can access and participate in different levels and types of education over the life course

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.
The Revised Compulsory Education Act — concerns about implications:
- Are there enough teachers trained in special needs?
- Are allied educators being adequately supported?
- While primary school education is nearly free, SPED schooling can cost more – appears to go against UNCRPD Article 24, which call for “free and compulsory primary education”
- Increased costs in schooling a special needs child—transporting a child needing a wheelchair to school, to other needs such as speech and occupational therapy, high fees for those with severe conditions
- Opportunity costs can be high for children with autism, such as forgoing Applied Behaviour Analysis therapy which would have better equipped children with behavioural and learning capabilities necessary for school in the first place
- SPED schools already have long waiting lists. Can they cope?
- How would this implicate SPED school funding?
- Will special needs students be assessed at the same level as mainstream students in certain areas?
- Are there adequate caregiving and transport provisions availed?

Programmes	Gaps	Ideas
Mainstream Primary Schools Deaf/Hearing Impairment Mayflower Primary School (Signing) Physical Disabilities 57 primary schools have barrier-free accessibility (e.g., ramp and lifts for wheelchair users or those with limited mobility, wheelchair accessible toilets) Learning Disabilities DAS’ Main Literacy Programme School-based Dyslexia Remediation (SDR) Programme Teachers Trained in Special Needs (TSN) 108-hour certificate course that equips teachers with a deeper understanding of learning disabilities and strategies to support SEN pupils in classroom teaching and learning	Not all mainstream primary schools are fully accessible to all disability types. Few mainstream schools offer facilities for students with sensory impairments (VI/HI).	Recommendations from EM3 that MSF will consider^[17] Recommendation 5, Strategic Direction 3 To enhance capability of professional staff in mainstream schools to support students with SEN To implement AT and resources for SEN students
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 Teachers Trained in Special Needs (TSN) 108-hour certificate course that equips teachers with a deeper understanding of learning disabilities and strategies to support SEN pupils in classroom teaching and learning	Not all mainstream secondary schools are fully accessible to all disability types	Recommendations from EM3 that MSF will consider^[17] Recommendation 5, Strategic Direction 3 To enhance capability of professional staff in mainstream schools to support students with SEN To implement AT and resources for SEN students
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018^[18] , 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^[19]. 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)^[20] 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.^[21]
Special Student Care Centres Provides subsidised before and after school care services for students with special needs aged 7 to 18 MINDS' First Special Student Care Centre to open in 2019
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)^[22] Students with less severe physical impairments can claim up to $5,000 Students with less severe visual and/or hearing impairments can claim up to $25,000. Students with high-needs (physical / visual / hearing impairments) can claim up to $70,000 (case by case basis). S$675,000 has been disbursed to benefit more than 120 students MOE has announced that this fund will be extended to learning and language difficulties such as dyslexia, or social and behavioural difficulties like Autism Spectrum Disorder with a cap of $5,000 Edusave Grants and Edusave Pupils Fund SPED Financial Assistance Scheme NatSteel-SPD Education Programme	High transport costs^[23] 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	Increase the means testing of Assistive Technology Fund to cover more persons with disabilities from lower-middle income households

Reasonable accommodations are made to meet the individualised, unique needs of different students

A handful of specialised mainstream primary and secondary schools have facilities and support for those with sensory, physical and learning disabilities; however, educators in mainstream schools generally lack the ability to engage meaningfully with students with special needs, their students might discriminate or even engage in bullying, and their parents may even resent having a special needs child in proximity
Tertiary institutions have special education needs units, disability support offices or equivalent, though these services tend to be unstructured and unsystematic

Programmes	Gaps	Ideas
Mainstream Primary Schools 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.^[24] Mainstream educators and students lack understanding of how to engage with people with disabilities without ignorance, pity or aggression^[25] Especially those without prior contact with PWDs or training in special needs ^[26]
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^[25]
Shadow Teachers Provides shadow support to a student with special education needs in mainstream school settings (kindergartens and primary, secondary and international schools)^[27] Inclusion Therapy
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018^[18] , 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^[19]. 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 (e.g., learn together in mainstream classrooms for selected academic subjects, and co-organising joint activities such as CCAs and camps) ^[28] 16 SPED schools have been involved as of 2014^[29]		MSF is considerning Recommendation 6 of EM3: To enhance opportunities for interaction between mainstream and SPED students in Recommendation 6, with satellite partnerships as a good model^[17]
Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA) 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. 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)^[20] 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.^[21] Satelite Loan Libraries Allows students to borrow assistive technologies at a library at Temasek Polytechnic, soon to be implemented at Singapore Polytechnic and Ngee Ann Polytechnic too	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^[30]	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^[31]

PWDs can access and participate in different levels and types of education over the life course → PWDs are equipped with skills for work and life

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.

Programmes	Gaps	Ideas
Inclusive Preschools Kindle Garden by AWWA Private service providers include: Bright Path Preschool^[32] Melbourne Specialist International School SAIL Playhouse^[33] 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.^[34] 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^[35]) Parents report difficulties enrolling children with preschools^[36]: 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^[37]

PWDs are equipped with skills for work and life → Disabled people have access to an inclusive education which nurtures their varied potentials towards academic, occupational and social development

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.
Overlaps with the Employment page

Programmes	Gaps	Ideas
Special Education (SPED) Schools Serve students from 7-21 years of age 19 SPED Schools funded by the government as of January 2018^[18] , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH Pathlight School is the first local special needs school that has started to teach students how to code Guided by the SPED Curriculum Framework	Level of vocational skill training across SPED schools is uneven^[17] "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" "The SPED curriculum has not sufficiently incorporated topics on digital media literacy (e.g., Facebook, Whatsapp, cyberwellness) necessary for daily living" Dispute: "Cyberwellness is addressed among the SPED schools, and MOE Special Education Division has been working on this for the past 2 years." "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."	MSF is considering Recommendation 5 of EM3: To place greater focus on life skills in the SPED curriculum^[17] Society Staples is working on a digital literacy course for people with developmental disabilities, funded by the LearnSG Seed Fund Cyber Wellness Toolkit for Special Needs Students^[38] IMDA is working on a pilot programme, to be introduced in special education schools, for students with disabilities on how to stay safe online
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^[39] SPD book binding orders and restoration services plunged by about 40% since 2010^[40] Bizlink lost contracts for printing and packing of red packets because businesses are outsourcing jobs to other countries in the region^[40]	Review vocational training to ensure that skills and knowledge taught meet the changing needs of the job market

↑ 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
↑ ^17.0 ^17.1 ^17.2 ^17.3 ^17.4 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf
↑ ^18.0 ^18.1 ^18.2 https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students
↑ ^19.0 ^19.1 https://www.straitstimes.com/singapore/easing-long-wait-at-sped-schools
↑ ^20.0 ^20.1 https://www.moe.gov.sg/education/special-education/mainstream-schools
↑ ^21.0 ^21.1 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
↑ http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf
↑ ^25.0 ^25.1 National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore
↑ http://www.includ-ed.eu/sites/default/files/documents/e010101.pdf
↑ https://www.tnp.sg/news/singapore/shadow-teachers-help-kids-special-needs
↑ https://www.straitstimes.com/singapore/education/partner-schools-widen-gate-of-friendship
↑ https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx
↑ https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/CONFERNCES/2018_AHEAD/Poster_Handouts/Thursday_Proposed_Guidelines/SMU__-_Proposed_Guidelines_for_Disability_Services_in_Singapore_s_Institutes_of_Higher_Learning.pdf
↑ http://www.channelnewsasia.com/news/singapore/subsidies-raised-for-poly-ite-students-with-severe-disabilities-9233082
↑ 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.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
↑ ^40.0 ^40.1 https://www.straitstimes.com/singapore/people-with-disabilities-losing-jobs-to-technology

[1] ttp://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf

[2] ttps://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202

[3] ttps://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll

[4] ttps://www.todayonline.com/voices/retain-special-educators-cut-burnout-rate

[5] ttps://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support

[6] ttps://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges

[7] ttps://www.moe.gov.sg/careers/special-education-teachers

[8] ttps://www.ncss.gov.sg/NCSS/media/NCSS_SMD/Salary%20Guidelines/FY2018_SocialServiceSector_SalaryGuidelines.pdf

[9] ttps://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support

[10] 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

[11] ttp://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

[12] ttps://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges

[13] ttps://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202

[14] ttps://www.todayonline.com/singapore/big-read-allied-educator-plays-school-mummy-special-needs-students

[15] 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

[16] ttp://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf

[:12-17] 17.0 ^17.1 ^17.2 ^17.3 ^17.4 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf

[:4-18] 18.0 ^18.1 ^18.2 https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students

[:5-19] 19.0 ^19.1 https://www.straitstimes.com/singapore/easing-long-wait-at-sped-schools

[:6-20] 20.0 ^20.1 https://www.moe.gov.sg/education/special-education/mainstream-schools

[:7-21] 21.0 ^21.1 https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx

[22] ttps://www.straitstimes.com/singapore/more-funding-help-for-polytechnic-ite-students-with-special-needs

[23] ttp://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf

[24] ttp://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf

[:9-25] 25.0 ^25.1 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

[26] ttp://www.includ-ed.eu/sites/default/files/documents/e010101.pdf

[27] ttps://www.tnp.sg/news/singapore/shadow-teachers-help-kids-special-needs

[28] ttps://www.straitstimes.com/singapore/education/partner-schools-widen-gate-of-friendship

[29] ttps://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx

[30] ttps://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/CONFERNCES/2018_AHEAD/Poster_Handouts/Thursday_Proposed_Guidelines/SMU__-_Proposed_Guidelines_for_Disability_Services_in_Singapore_s_Institutes_of_Higher_Learning.pdf

[31] ttp://www.channelnewsasia.com/news/singapore/subsidies-raised-for-poly-ite-students-with-severe-disabilities-9233082

[32] ttps://www.straitstimes.com/singapore/education/pre-school-takes-in-special-needs-kids-too?xtor=CS3-17

[33] ttps://www.straitstimes.com/singapore/education/sail-playhouse-offers-an-inclusive-preschool-environment

[34] 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

[35] ttp://www.straitstimes.com/singapore/education/inclusive-pre-school-kindle-garden-set-to-double-its-fees

[36] ttp://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf

[37] ttps://www.sgenable.sg/uploads/ICCP%20Service%20Matrix.pdf

[:13-38] ttp://www.apsn.org.sg/singtel-introduces-cyber-wellness-toolkit-for-special-needs-students/

[:10-39] ttp://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf

[:11-40] 40.0 ^40.1 https://www.straitstimes.com/singapore/people-with-disabilities-losing-jobs-to-technology

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@@ Line 1: / Line 1: @@
+__NOTOC__
 <big>Click on each outcome in the Theory of Change to explore services, gaps and ideas.</big>
-<big>To change anything in this page, feel free to contribute directly or to propose revisions and amendments in the [http://wiki.socialcollab.sg/index.php?title=Talk:Disability/Employment/Theory_of_Change&action=edit&redlink=1 Discussion] page.</big>
+<big>To change anything in this page, feel free to contribute directly or to propose revisions and amendments in the [http://wiki.socialcollab.sg/index.php?title=Talk:Disability/Education/Theory_of_Change&action=edit&redlink=1 Discussion] page.</big>
 == Theory of Change ==
@@ Line 14: / Line 16: @@
 !<big>Social Impact</big>
 |-
-! style="background: #F08080;" |<big>[[Disability/Employment/Theory of Change#PWDs and employers are aware of fair employment practices .E2.86.92 PWDs can seek recourse against employment discrimination|PWDs and employers are aware of fair employment practices]]</big>
+! style="background: #F08080;" |<big>[[Disability/Education/Theory of Change#Educators are extensively trained .E2.86.92 PWDs are supported by qualified educators|Educators are extensively trained]]</big>
-! style="background: #F08080;" |<big>→</big>
-! style="background: #F08080;" |<big>[[Disability/Employment/Theory of Change#PWDs can seek recourse against employment discrimination .E2.86.92 PWDs are protected against unfair work practices|PWDs can seek recourse against employment discrimination]]</big>
 ! style="background: #F08080;" |<big>→</big>
-! style="background: #F08080;" |<big>PWDs are protected against unfair work practices</big>
+! style="background: #F08080;" |<big>PWDs are supported by qualified educators</big>
 ! style="background: #F08080;" |<big>→</big>
-! rowspan="7" style="background: #FFF8DC;" | <big>Disabled people can secure, retain and progress in their careers</big>
+! rowspan="3" style="background: #F08080;" |<big>[[Disability/Education/Theory of Change#PWDs are equipped with skills for work and life .E2.86.92 Disabled people have access to an inclusive education which nurtures their varied potentials towards academic.2C occupational and social development|PWDs are equipped with skills for work and life]]</big> <big>(please reference the [[Disability/Employment/Theory of Change|Employment]] page)</big>
-|-
+! rowspan="3" style="background: #F08080;" |<big>→</big>
-! style="background: #CEE0F2" |<big>[[Disability/Employment/Theory of Change#Employers understand PWD capabilities .E2.86.92 Employers are willing to hire PWDs|Employers understand PWD capabilities]]</big>
+! rowspan="3" style="background: #FFF8DC;" | <big>Disabled people have access to an inclusive education which nurtures their varied potentials towards academic, occupational and social development</big>
-! style="background: #CEE0F2;" |<big>→</big>
-! rowspan="3" style="background: #CEE0F2;" |<big>Employers are willing to hire PWDs</big>
-! rowspan="3" style="background: #CEE0F2;" |'''<big>→</big>'''
-! rowspan="6" style="background: #DDA0DD;" |<big>[[Disability/Employment/Theory of Change#PWDs are best positioned to secure open.2Fsheltered employment .E2.86.92 Disabled people can secure.2C retain and progress in their careers|PWDs are best positioned to secure open/sheltered employment]]</big>
-! rowspan="6" style="background: #DDA0DD;" |<big>→</big>
 |-
-! style="background: #CEE0F2;" |<big>[[Disability/Employment/Theory of Change#Employers know how to accommodate PWDs.27 needs .E2.86.92 Employers are willing to hire PWDs|Employers know how to accommodate PWDs' needs]]</big>
+! style="background: #CEE0F2" |<big>[[Disability/Education/Theory of Change#School infrastructure and learning environments meet accessibility standards .E2.86.92 PWDs can access and participate in different levels and types of education over the life course|School infrastructure and learning environments meet accessibility standards]]</big>
 ! style="background: #CEE0F2;" |<big>→</big>
+! rowspan="2" style="background: #CEE0F2;" |<big>[[Disability/Education/Theory of Change#PWDs can access and participate in different levels and types of education over the life course .E2.86.92 PWDs are equipped with skills for work and life|PWDs can access and participate in different levels and types of education over the life course]]</big>
+! rowspan="2" style="background: #CEE0F2;" |'''<big>→</big>'''
 |-
-! style="background: #CEE0F2;" |<big>[[Disability/Employment/Theory of Change#Employers find it financially feasible to hire PWDs .E2.86.92 Employers are willing to hire PWDs|Employers find it financially feasible to hire PWDs]]</big>
+! style="background: #CEE0F2;" |<big>[[Disability/Education/Theory of Change#Reasonable accommodations are made to meet the individualised.2C unique needs of different students|Reasonable accommodations are made to meet the individualised, unique needs of different students]]</big>
 ! style="background: #CEE0F2;" |<big>→</big>
-|-
-! style="background: #F2DACE;" |<big>[[Disability/Employment/Theory of Change#PWDs fully understand their suitability for job options .2F career paths .E2.86.92 PWDs are best positioned to secure open.2Fsheltered employment|PWDs fully understand their suitability for job options/career paths]]</big>
-<big>(strengths/preferences, managed expectations)</big>
-! colspan="3" style="background: #F2DACE;" |<big>→</big>
-|-
-! style="background: #F2DACE;" |<big>[[Disability/Employment/Theory of Change#PWDs know about available job opportunities .E2.86.92 PWDs are best positioned to secure open.2Fsheltered employment|PWDs know about available job opportunities]]</big>
-! colspan="3" style="background: #F2DACE;" |<big>→</big>
-|-
-! style="background: #E0F2CE;" |<big>[[Disability/Employment/Theory of Change#PWDs acquire work skills .E2.86.92 PWDs can apply work skills in actual settings|PWDs acquire work skills]]</big>
-<big>(vocational, technical, soft, employability)</big>
-! style="background: #E0F2CE;" |<big>→</big>
-! style="background: #E0F2CE;" |<big>[[Disability/Employment/Theory of Change#PWDs can apply work skills in actual settings .E2.86.92 PWDs are best positioned to secure open.2Fsheltered employment|PWDs can apply work skills in actual settings]]</big>
-! style="background: #E0F2CE;" |<big>→</big>
 |}
-* '''Should we be aspiring to career progression?'''
+*'''For inclusion - need to talk about social interactions w/ non-disabled kids too?'''
+=== '''Educators are extensively trained → PWDs are supported by qualified educators''' ===
-=== '''PWDs and employers are aware of fair employment practices → PWDs can seek recourse against employment discrimination''' ===
+* '''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.'''
 {| class="wikitable"
 |-
@@ Line 58: / Line 44: @@
 | style="width: 33.3%;" |'''<big>Ideas</big>'''
 |-
-|'''[https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf Guidelines by Tripartite Alliance for Fair and Progressive Employment Practices (TAFEP) for fair employment practices]'''
+|'''New and TBC: [https://www.channelnewsasia.com/news/singapore/sen-roadmap-moe-professional-development A professional development roadmap to enhance special educational needs (SEN) training will be introduced in 2020 for all educators in mainstream schools]''' which includes:
-*Singapore adopts promotional and educational methods to prevent discrimination of PWDs at the workplace
+* MOE will launch bite-sized online learning resources in phases from this year
-*Job seekers or employees who encounter discrimination due to their disability may approach TAFEP for assistance
+* provide more professional development opportunities for educators who “play a more specialised role in SEN support”, including allied educators in learning and behavioural support, teachers trained in special needs, as well as the school’s management team
 |
-|Anti-discrimination laws and/or [https://en.wikipedia.org/wiki/Ombudsman 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.
-|}
-=== '''PWDs can seek recourse against employment discrimination → PWDs are protected against unfair work practices''' ===
-* 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.<ref>https://www.todayonline.com/singapore/why-spore-needs-disability-legislation?singlepage=true</ref>
-* Legislation is the way to change mindsets and attitudes because people are apathetic<ref>http://www.straitstimes.com/singapore/what-disabled-people-want-a-little-kindness</ref>
-{| class="wikitable"
-|-
-| style="width: 33.3%;" |'''<big>Programmes</big>'''
-| style="width: 33.3%;" |'''<big>Gaps</big>'''
-| style="width: 33.3%;" |'''<big>Ideas</big>'''
-|-
-|'''[https://www.msf.gov.sg/policies/International-Conventions/Documents/Singapore%20CRPD%20Report%20-%20final.pdf Guidelines by Tripartite Alliance for Fair and Progressive Employment Practices (TAFEP) for fair employment practices]'''
-*Singapore adopts promotional and educational methods to prevent discrimination of PWDs at the workplace
-*Job seekers or employees who encounter discrimination due to their disability may approach TAFEP for assistance
-|TAFEP Guidelines is not strictly binding; lack bite; no legal recourse '''[Need data/evidence on efficacy of TAFEP claims]'''
-|Anti-discrimination laws and/or [https://en.wikipedia.org/wiki/Ombudsman 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.
-|-
-|'''[https://www.mom.gov.sg/employment-practices/employment-act Employment Act]'''
-|Employment Act - no legal recourse for offenders
 |
-|}
-=== <span style="background:#CEE0F2">'''Employers understand PWD capabilities → Employers are willing to hire PWDs'''</span> ===
-* [https://www.researchgate.net/publication/235313874_Disclosing_illness_and_disability_in_the_workplace Study by Kathy Charmaz on workplace disclosures, for reference]
-* [https://www.channelnewsasia.com/news/podcasts/the-pulse/people-with-disability-employment-discrimination-protection-work-11521580 CNA podcast (10 May 2019)] on whether Singapore uses Charity lens when supporting employment for people with disabilities
-{| class="wikitable"
 |-
-| style="width: 33.3%;" |'''<big>Programmes</big>'''
+|'''Mainstream Teachers'''
-| style="width: 33.3%;" |'''<big>Gaps</big>'''
+*'''NIE Pre-Service Training on Special Needs''' features a compulsory 12-hour module on special needs for all beginning teachers
-| style="width: 33.3%;" |'''<big>Ideas</big>'''
-|-
-|'''[https://employment.sgenable.sg/news/1021/ Inclusive Business Forum (IBF) and “Fostering Inclusion At The Workplace” Seminar]'''
-*Inaugural IBF held in 2016 , second round on 25 Jul 2018
-*Inaugural seminar held in 2017
-*Inform businesses of the benefits of hiring PWDs and encourage more employers to hire PWDs
 |
-|Can there be more opportunities to dialogue with employers or partners such as WSG/MOM, such that the process may be more institutionalised/supported?
+*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<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
-|-
+**Anecdotal: "The lesson is really only 4-6 hours, across 1-2 lessons"
-|[https://employment.sgenable.sg/employers/get-resources/ '''SG Enable employer resources''']
-*Resources that assist employers in understanding, communicating and working with PWDs.
-|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 employers' attitudes<ref>http://www.straitstimes.com/singapore/health/people-with-disabilities-in-the-spotlight</ref>
-|Public education campaigns highlighting the strengths and abilities of those with disabilities and more career fairs for PWDs
-|-
-|Inclusive Employers in Singapore
-*[https://www.joanbowen.com/wptempkyk/ Joan Bowen Café]
-*[http://www.believe-nj.com/ Believe NJ Pte Ltd]
-*[https://m.facebook.com/Soul-Food-Enterprise-Pte-Ltd-286503891431586/ Soul Food Enterprise Pte Ltd]
-*[http://flourpower.com.sg/ Flour Power]
-*[https://sidewalkgallerycafe.wordpress.com/ Sidewalk Gallery Cafe]
-*[https://projectdignity.sg/dignity-kitchen Dignity Kitchen]
-*Flourish Culinary
-*[http://mynonnas.com/ My Nonna’s]
-*[https://trampolene.org/ahead/ Trampolene]
-*[https://www.forewordcoffee.com/ Foreword Coffee]
-*[https://www.mustardtree.com.sg/ Mustard Tree]
-*[http://www.profbrawn.com.sg/ Professor Brawn Café] - donated to ARC
-*https://www.linkedin.com/feed/update/urn:li:activity:6557440111913603072/
-|
-|
-|}
-=== <span style="background:#CEE0F2">'''Employers know how to accommodate PWDs' needs → Employers are willing to hire PWDs'''</span> ===
-{| class="wikitable"
-|-
-| style="width: 33.3%;" |'''<big>Programmes</big>'''
-| style="width: 33.3%;" |'''<big>Gaps</big>'''
-| style="width: 33.3%;" |'''<big>Ideas</big>'''
-|-
-|[https://employment.sgenable.sg/employers/get-resources/ '''SG Enable employer resources''']
-*Resources that assist employers in understanding, communicating and working with PWDs.
-|Companies and their HR remain non-diversity ready '''[need data/evidence]'''
 |
+*TSNs in St. Anthony's Canossian Secondary School developed an in-house training module
 |-
-|'''[https://www.sbnod.com/ Singapore Business Network on Disability]'''
+|'''Formal Education Certification'''
-*Community of businesses in Singapore across various industries who work in collaboration to share (as appropriate) expertise, experience, networks and resources to help advance the equitable inclusion of persons with disabilities
+*[https://www.np.edu.sg/lifelonglearning/Pages/elpeci.aspx Ngee Ann Polytechnic Advanced Diploma in Early Childhood Intervention (Special Needs)]
-*Started in May 2015 with AIG, Barclays, Dairy Farm, Deutsche Bank, EY, KPMG, Singtel, Standard Chartered
+*[https://www.nie.edu.sg/teacher-education/diploma-programmes NIE Diploma in Special Education (DiSE)]
+*[https://www.nie.edu.sg/professional-and-leadership-development/professional-development-programmes-courses/advanced-diploma-programme/special-education Advanced Diploma in Special Education (ADiSE)]
+*[https://www.nie.edu.sg/higher-degrees/masters-by-coursework/master-of-education/special-education Master of Education (Special Education)], support-able by MOE Masters Scholarship
+*[https://www.ssi.sg/Training/CET-Programmes/Bachelor-of-Education-Special-Education-(1) SSI-FlindersU Bachelor of Education (Special Education)]
+*[https://cae-edu.sg/ College of Allied Educators]
 |
+*Low remuneration and occupational prestige, and high course fees deter many from entering the field of special education<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref><ref>https://www.straitstimes.com/singapore/professionals-working-with-special-needs-kids-face-burnout-poll</ref><ref>https://www.todayonline.com/voices/retain-special-educators-cut-burnout-rate</ref><ref>https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support</ref><ref>https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges</ref>
+**Entry requirements differ - becoming a SPED teacher does not require a degree<ref>https://www.moe.gov.sg/careers/special-education-teachers</ref>
+**'''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<ref>https://www.ncss.gov.sg/NCSS/media/NCSS_SMD/Salary%20Guidelines/FY2018_SocialServiceSector_SalaryGuidelines.pdf</ref>
+**'''Dispute''': "There are salary adjustments every three years."
+*High turnover of SPED teachers<ref>https://www.straitstimes.com/forum/letters-on-the-web/special-education-teachers-must-be-given-enough-support</ref>
+**'''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<ref>National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref>
+**'''[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? <ref><nowiki>http://www.drryanduffy.com/uploads/3/1/7/2/31724447/duffy__dik_2013.pdf</nowiki> <nowiki>https://www.researchgate.net/publication/240280400_Calling_and_Vocation_at_Work</nowiki> <nowiki>http://faculty.som.yale.edu/amywrzesniewski/documents/Jobscareersandcallings.pdf</nowiki> </ref>
 |-
-|'''Disability education training for employers and co-workers of PWDs'''
+|'''[https://www.moe.gov.sg/careers/allied-educators/learning-behavioural-support Allied Educators (Learning and Behavioural Support)]'''
-*[https://www.dpa.org.sg/about-us/what-we-do/ DPA Disability Awareness Talks]
+*Provides support to students to meet their needs and behavioural challenges
-*[https://www.societystaples.com.sg/experience-services/ Society Staples training for employers]
+*All 190 primary schools and 69 secondary schools (40% of the total number of secondary schools) have at least one AED(LBS)<ref>https://www.todayonline.com/singapore/big-read-mainstream-schools-children-learning-disabilities-still-face-challenges</ref>
-*[https://takeaction.spd.org.sg/disability-etiquette-talks/ SPD Disability Etiquette Talks]
+*Currently around 500 AED(LBS), set to rise<ref>https://www.channelnewsasia.com/news/singapore/more-support-for-allied-educators-help-special-needs-students-10053202</ref>
-*APSN Employer Education Workshops
+*['''Need outcome information as to whether AED(LBS):SEN student ratio is sufficient''']
-|PWDs continue to face discrimination in the workplace: see 2015 study by [http://www.dpa.org.sg/wp-content/uploads/2015/08/Employment-merged.compressed.pdf DPA] and this DPA-IPS 2016-2017 [https://www.straitstimes.com/singapore/manpower/study-sheds-light-on-job-discrimination-faced-by-those-with-disabilities participatory research]
-|
-* Speak to training attendees to assess efficacy of current training avenues.
-*Focus on practical strategies to communicate with colleagues with disabilities, rather than generic education.
-*Encourage hiring managers to share their fears/stereotypes about hiring PWDs — this should be a standard part of companies’ disability education training, and official HR curricula in Singapore.
-*Make it mandatory for co-workers working together with the PWD, HR and management-level staff to attend disability education training.
-*Conduct research/collect data on disabled employees who were terminated or had to leave because employers did not accommodate their needs.
-*Consider a rotational buddy system for disabled employees, to reduce buddy fatigue and allow co-workers to understand their PWD colleague better
-|}
-=== <span style="background:#CEE0F2">'''Employers find it financially feasible to hire PWDs → Employers are willing to hire PWDs'''</span> ===
-{| class="wikitable"
-|-
-| style="width: 33.3%;" |'''<big>Programmes</big>'''
-| style="width: 33.3%;" |'''<big>Gaps</big>'''
-| style="width: 33.3%;" |'''<big>Ideas</big>'''
-|-
-|'''[https://www.sec.gov.sg/Pages/Home.aspx Special Employment Credit (SEC)]'''
-* Extended to employers who hire PWDs in 2012
-* As of December 2015, 4,500 employers received subsidies from the Special Employment Credit scheme for hiring 5,700 disabled workers.<ref>https://www.straitstimes.com/singapore/more-firms-in-singapore-hiring-people-with-disabilities</ref>
-* From 2012 to December 2016, $59 million in SEC credit has been disbursed to employers of about 10,000 PWDs
 |
+*High turnover of Allied Educators<ref>https://www.todayonline.com/singapore/big-read-allied-educator-plays-school-mummy-special-needs-students</ref>
+**'''[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<ref>National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref>
+**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
 |-
-|'''[https://employment.sgenable.sg/employers/open-door-programme/ Open Door Programme]'''
+|Teachers Trained in Special Needs (TSN) Scheme
-* Employers of PWDs eligible for grants and employment support services such as the Job Redesign Grant, Training Grant and other Recruitment and Job Support Services
+*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
-* Since 2012, 140 companies have applied for ODP support. The average claim per company is $3000.
+*Comprise 10% of teachers in mainstream primary schools and 20% in secondary schools<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
-|Takeup rate is low, and many employers don’t know about the ODP despite its attractiveness.
-* Listen to interview with DPA on CNA The Pulse [https://www.channelnewsasia.com/news/podcasts/the-pulse/people-with-disability-employment-discrimination-protection-work-11521580 10 May episode].
 |
-|-
-|'''[https://www.wsg.gov.sg/programmes-and-initiatives/workfare-training-support-employers.html Workfare Training Support (WTS) Scheme]'''
-* For Singaporean PWDs aged 13 and above and who don’t earn more than $2,000 a month, their employers can qualify for 95% course fee subsidy and absentee payroll funding when they sign employees up for any course approved for WTS-eligible courses
-|Accessing SkillsFuture training courses remain difficult for some. A blind individual with a Master’s degree in counselling called SG Enable asking for help to navigate available subsidies for training such as the WTS, but she was offered Sheltered Workshop training instead. '''[Need more data]'''
 |
 |}
-=== <span style="background:#F2DACE">'''PWDs fully understand their suitability for job options / career paths → PWDs are best positioned to secure open/sheltered employment'''</span> ===
+=== '''School infrastructure and learning environments meet accessibility standards → PWDs can access and participate in different levels and types of education over the life course''' ===
+* '''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.'''
+*'''The Revised Compulsory Education Act — concerns about implications:'''
+**Are there enough teachers trained in special needs?
+**Are allied educators being adequately supported?
+**While primary school education is nearly free, SPED schooling can cost more – appears to go against UNCRPD Article 24, which call for “free and compulsory primary education”
+**Increased costs in schooling a special needs child—transporting a child needing a wheelchair to school, to other needs such as speech and occupational therapy, high fees for those with severe conditions
+**Opportunity costs can be high for children with autism, such as forgoing Applied Behaviour Analysis therapy which would have better equipped children with behavioural and learning capabilities necessary for school in the first place
+**SPED schools already have long waiting lists. Can they cope?
+**How would this implicate SPED school funding?
+**Will special needs students be assessed at the same level as mainstream students in certain areas?
+**Are there adequate caregiving and transport provisions availed?
 {| class="wikitable"
 |-
@@ Line 194: / Line 121: @@
 | style="width: 33.3%;" |'''<big>Ideas</big>'''
 |-
-|[http://www.bizlink.org.sg/services/vocational-assessment-program/ '''BizLink Vocational Assessment Service''']
+|'''[https://www.moe.gov.sg/education/special-education/mainstream-schools Mainstream Primary Schools]'''
-*Provides assessment for a disabled individual to determine strengths and weaknesses pertaining to work capacity
+*Deaf/Hearing Impairment
-*Assist people with disabilities and/or special needs in exploring job opportunities and training
+**Mayflower Primary School (Signing)
-*Offer assistance and counselling to PWDs and/or their families on issues relating to disabilities or work-related issues
+*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
+*[https://www.moe.gov.sg/education/special-education/mainstream-schools Teachers Trained in Special Needs (TSN)]
+**108-hour certificate course that equips teachers with a deeper understanding of learning disabilities and strategies to support SEN pupils in classroom teaching and learning
 |
-|-
+*Not all mainstream primary schools are fully accessible to all disability types. Few mainstream schools offer facilities for students with sensory impairments (VI/HI).
-|[https://www.autism.org.sg/core-services/e2c#tab_e2cProgramme '''ARC Employability & Employment Centre (E2C) Programme''']
-*Autism-specific pre-assessment, assessment, employability training, job placement and job support
-|[https://www.facebook.com/search/posts/?q=koh%20zhan%20rui&epa=SERP_TAB An individual with autism received vocational assistance from ARC]; he paid $494 (after subsidy) for the vocational assessment but was deemed unemployable, yet managed to secure a job later at Dignity Kitchen.
-* Might hint at broader lack of job partnerships/opportunities in general
 |
+*Recommendations from EM3 that MSF will consider<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref>
+**Recommendation 5, Strategic Direction 3
+***To enhance capability of professional staff in mainstream schools to support students with SEN
+***To implement AT and resources for SEN students
 |-
-|[https://employment.sgenable.sg/jobseekers/employment-assistance/ '''SG Enable — Job Advisory''']
+|[https://www.moe.gov.sg/education/special-education/mainstream-schools '''Mainstream Secondary Schools''']
-* Job-readiness assessment by specialists such as occupational therapists/psychologists/employment coaches.
+*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
+*[https://www.moe.gov.sg/education/special-education/mainstream-schools Teachers Trained in Special Needs (TSN)]
+**108-hour certificate course that equips teachers with a deeper understanding of learning disabilities and strategies to support SEN pupils in classroom teaching and learning
 |
+*Not all mainstream secondary schools are fully accessible to all disability types
 |
-|}
+*Recommendations from EM3 that MSF will consider<ref name=":12" />
+**Recommendation 5, Strategic Direction 3
-=== <span style="background:#F2DACE">'''PWDs know about available job opportunities → PWDs are best positioned to secure open/sheltered employment'''</span> ===
+***To enhance capability of professional staff in mainstream schools to support students with SEN
-{| class="wikitable"
+***To implement AT and resources for SEN students
 |-
-| style="width: 33.3%;" |'''<big>Programmes</big>'''
+|[https://www.moe.gov.sg/education/special-education/special-education-schools/list-of-sped-schools/ '''Special Education (SPED) Schools''']
-| style="width: 33.3%;" |'''<big>Gaps</big>'''
+*Serve students from 7-21 years of age
-| style="width: 33.3%;" |'''<big>Ideas</big>'''
+*19 SPED Schools funded by the government as of January 2018<ref name=":4">https://www.straitstimes.com/politics/moe-doing-more-to-help-disadvantaged-students</ref> , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH
-|-
+*Guided by the [https://www.moe.gov.sg/education/special-education/special-education-schools/sped-curriculum-framework SPED Curriculum Framework]
-|[https://employment.sgenable.sg/jobseekers/employment-assistance/ '''SG Enable - Job Advisory''']
-*Job-readiness assessment by specialists such as occupational therapists/psychologists/employment coaches.
 |
+*Limited number of SPED schools, with long waiting lists up to two years<ref name=":5">https://www.straitstimes.com/singapore/easing-long-wait-at-sped-schools</ref>.
+**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
 |
 |-
-|[https://eservice1.enable.gov.sg/MSFPortal/EDS/Employment/Pages/Common/Index/Index.aspx '''SG Enable —  Disability Employment Jobs Portal''']
+|'''Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA)'''
-*Job portal for PwDs to search for opportunities
+*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)<ref name=":6">https://www.moe.gov.sg/education/special-education/mainstream-schools</ref>
-|Jobs listed on most job portals do not reflect if the hiring company is interested to employ PWDs. Career events are not always universally designed as well.
+*Disability Support Officers @ [https://www.todayonline.com/singapore/support-offices-campus-special-needs-students Special Education Needs (SEN) Support Offices]
-|Employers can reflect if they are keen to employ PWDs, at career events, on job portals and other avenues.
+**Available at each publicly-funded university, polytechnic and Institute of Technical Education (ITE) College
-Having a “ready-to-hire PWDs” mark would ease PWDs’ job search process.
+**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.<ref name=":7">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx</ref>
-|'''[https://able-sg.org/return_to_work.html ABLE Return to Work Programme]'''
-*Provides physical rehabilitation, vocational rehabilitation, social support, training, return-to-work coordination and employment support
 |
 |
 |-
-|'''[http://www.bizlink.org.sg/services/vocational-assessment-program/ BizLink Vocational Assessment Service]'''
+|[https://www.sgenable.sg/pages/content.aspx?path=/for-youths/special-student-care-centres/ '''Special Student Care Centres''']
-*Provides assessment for a disabled individual to determine strengths and weaknesses pertaining to work capacity
+*Provides subsidised before and after school care services for students with special needs aged 7 to 18
-*Assist people with disabilities and/or special needs in exploring job opportunities and training
+*MINDS' First Special Student Care Centre to open in 2019
-*Offer assistance and counselling to PWDs and/or their families on issues relating to disabilities or work-related issues
 |
 |
 |-
-|'''[https://www.spd.org.sg/employment-support-programme/ SPD Employment Support Programme (ESP)]'''
+|'''[https://www.sgenable.sg/pages/content.aspx?path=/for-children/therapy-for-young-children/ Community Educational Support Services]'''
-*Vocational training and employment planning for persons with permanent disabilities 16 years and above
+*[https://www.awwa.org.sg/services-for-children-and-youth/community-integration-service/ AWWA Community Integration Service]
+*[http://www.carecorner.org.sg/ets.html Care Corner Educational Therapy Service]
+*[http://cpas.org.sg/ Cerebral Palsy Alliance Singapore (CPAS)]
+*[http://downsyndrome-singapore.org/post/view/8/24 Down Syndrome Association's Children Education Services]
+*Handicaps Welfare Association (HWA) '''[confirmation required]'''
+*[http://ic2.com.sg/services/early-intervention/ iC2 PrepHouse]
+*[http://www.shine.org.sg/educational-psychology-service/ SHINE Educational Psychology Service]
+*[http://sadeaf.org.sg/ Singapore Association for the Deaf (SADeaf)]
+*[https://savh.org.sg/ Singapore Association of the Visually Handicapped (SAVH)]
+*[https://www.spd.org.sg/ SPD]
+*[https://www.sach.org.sg/ St Andrew’s Community Hospital]
+*[http://www.thkmc.org.sg/therapy-services/ THK Children’s Therapy Centre]
 |
 |
 |-
-|'''[https://www.spd.org.sg/transition-to-employment/ SPD Transition To Employment Programme (TTE)]'''
+|'''Financial & Transport Support'''
-*Aims to reintegrate people with acquired physical disabilities aged 18-60 back into the workforce
+*SG Enable Schemes
-|
+**[https://www.sgenable.sg/pages/content.aspx?path=/schemes/equipment-technology-home-retrofit/assistive-technology-fund/ Assistive Technology Fund]
-|
+**[https://www.sgenable.sg/pages/content.aspx?path=/schemes/transport/public-transport-concession-scheme-for-persons-with-disabilities/ Public Transport Concession Scheme]
-|-
+**[https://www.sgenable.sg/pages/content.aspx?path=/schemes/transport/taxi-subsidy-scheme/ Taxi Subsidy Scheme]
-|[https://www.autism.org.sg/core-services/e2c#tab_e2cProgramme '''ARC Employability & Employment Centre (E2C) Programme''']
+*[https://www.sgenable.sg/pages/content.aspx?path=/schemes/transport/vwo-transport-subsidies/ VWO Transport Subsidies]
-*Autism-specific pre-assessment, assessment, employability training, job placement and job support
+*MOE Special Educational Needs Fund (Polys and ITEs only)<ref>https://www.straitstimes.com/singapore/more-funding-help-for-polytechnic-ite-students-with-special-needs</ref>
-|
+**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).
-|'''[http://www.minds.org.sg/AdultSvcs.html#EDCprogramme MINDS Employment Development Centres (EDCs)]'''
+**S$675,000 has been [https://www.channelnewsasia.com/news/singapore/sen-roadmap-moe-professional-development-12499176 disbursed] to benefit more than 120 students
-Provides vocational training for adults with intellectual disabilities aged 18 and above:
+**'''MOE has [https://www.channelnewsasia.com/news/singapore/sen-roadmap-moe-professional-development-12499176 announced] that this fund will be extended to learning and language difficulties such as dyslexia, or social and behavioural difficulties like Autism Spectrum Disorder''' '''with a cap of $5,000'''
-*[http://www.minds.org.sg/IEDC/index.html Idea Employment Development Centre]
+*[https://www.moe.gov.sg/education/special-education/what-financial-support-is-available-for-sped-school-students Edusave Grants and Edusave Pupils Fund]
-*[http://www.minds.org.sg/SMEDC/ SIA-MINDS Employment Development Centre]
+*[https://www.moe.gov.sg/education/special-education/what-financial-support-is-available-for-sped-school-students SPED Financial Assistance Scheme]
-*[http://www.minds.org.sg/WEDC/ Woodlands Employment Development Centre]
+*[http://www.spd.org.sg/spd-education-programme NatSteel-SPD Education Programme]
-|
 |
+*High transport costs<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
+**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
+|Increase the means testing of Assistive Technology Fund to cover more persons with disabilities from lower-middle income households
 |}
-=== <span style="background:#E0F2CE">'''PWDs acquire work skills → PWDs can apply work skills in actual settings'''</span> ===
+=== '''Reasonable accommodations are made to meet the individualised, unique needs of different students''' ===
+*'''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'''
 {| class="wikitable"
 |-
@@ Line 274: / Line 237: @@
 | style="width: 33.3%;" |'''<big>Ideas</big>'''
 |-
-| rowspan="6" |'''Transition & Vocational Training in SPED schools: list [https://www.moe.gov.sg/education/special-education/special-education-schools/list-of-sped-schools here]'''
+|'''[https://www.moe.gov.sg/education/special-education/mainstream-schools Mainstream Primary Schools]'''
-|Some SPED students have difficulty mastering job skills training even when approaching graduation/18 years old.
+*Deaf/Hearing Impairment
-|Allow SPED students to attend courses ad-hoc, after graduation, taking into consideration income loss too.
+**Mayflower Primary School
-|-
+*Physical Disabilities
-|SPED school graduates lack internship opportunities during their school-going years. SPED schools and VWOs typically have to get their own contacts.
+**57 primary schools have barrier-free accessibility (e.g., ramp and lifts for wheelchair users or those with limited mobility, wheelchair accessible toilets)
-|Have a central coordinator that facilitates the internship process, or have more opportunities to dialogue with partners like WSG/MOM.
+*Learning Disabilities
-|-
+**DAS’ Main Literacy Programme
-|Skills taught in WSQ- and WPLN- certified courses may not always be retained, nor applied.
+**School-based Dyslexia Remediation (SDR) Programme
-|Study European apprenticeship models to improve on vocational training and transition planning.
-|-
-|Because of job tracking, SPED graduates tend to lack information on job opportunities beyond their track, e.g., ex-student who worked in Coffee Bean switched to forklift driving.
-|Explore the feasibility of freelance/cottage industry labour, evergreen sectors like waste management, funeral parlour work, and purposeful job re-designs. Remember to take into account caregiver perceptions and potential reservations, where relevant too.
-|-
-|Lack of information on job opportunity and industry trends that SPED schools usually train their students to enter.
-|PWDs’ employability may be at risk in view of increasing automation and technological advancement. Can we equip them to work alongside technologies such as digital media, handheld tech, machines? Learn from [https://www.oranaonline.com.au/ Orana, Australia].
-|-
-|SPED graduates tend to be pigeonholed into specific tracks/job roles which are mostly low-skilled.
-|
-|-
-|'''[http://mvs.edu.sg/index.php/curriculum/ Mountbatten Vocational School - ITE Skills Certificate (ISC)]'''
-* Students learn food preparation, F&B serving and housekeeping operations over two years and are awarded the ISC upon completion
-|
-|
-|-
-|[http://www.mettaschool.edu.sg/programmes/vocational-programme/ '''Metta School’s Vocational Certification Programme''']-
-'''Institute of Technical Education Skills Certificate (ISC)'''
-*For eligible students 17 years old and above
-*Offers ITE Skills Certification (ISC) upon completion, e.g., in Baking, Food Preparation and Housekeeping Operation (Accommodation)
 |
+*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.<ref>http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
+*Mainstream educators and students lack understanding of how to engage with people with disabilities without ignorance, pity or aggression<ref name=":9">National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref>
+**Especially those without prior contact with PWDs or training in special needs <ref>http://www.includ-ed.eu/sites/default/files/documents/e010101.pdf</ref>
 |
 |-
-|[http://www.mettaschool.edu.sg/programmes/employment-pathway-programme/ '''Metta School’s Employment Pathway Programme (EPP)''']
+|'''[https://www.moe.gov.sg/education/special-education/mainstream-schools Mainstream Secondary Schools]'''
-*For MID and ASD programme students not on the Vocational Certification track
+*Deaf/Hearing Impairment
-*Students will undergo vocational skills training, such as WSQ modules, Food and Hygiene courses, etc. and  job trials and on-the-job training
+**Beatty Secondary School (Signing)
-*Upon graduation, SG Enable will support these students with vocational training and support in identified suitable pathways such as supported employment, customized employment and internships.
+**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<ref name=":9" />
 |
 |-
-|[http://www.mettaschool.edu.sg/programmes/c-programme/ '''Metta School’s C (Career) Programme''']
+|[https://www.tnp.sg/news/singapore/shadow-teachers-help-kids-special-needs '''Shadow Teachers''']
-*For MID students between 13 and 16, preparing them for vocational skills training and/or employment
+*Provides shadow support to a student with special education needs in mainstream school settings (kindergartens and primary, secondary and international schools)<ref>https://www.tnp.sg/news/singapore/shadow-teachers-help-kids-special-needs</ref>
+*[https://www.inclusiontherapy.com/ Inclusion Therapy]
 |
 |
 |-
-|'''[http://www.apsn.org.sg/schools/delta-senior-school/programmes/ APSN Delta Senior School’s Vocational Certification Programme] - Singapore Workforce Skills Qualifications (WSQ)'''
+|[https://www.moe.gov.sg/education/special-education/special-education-schools/list-of-sped-schools/ '''Special Education (SPED) Schools''']
-*For students aged 17 to 21, in four areas: (1) Food Services; (2) Hotel and Accommodation Services; (3) Landscape Operations and (4) Retail Operations.
+*Serve students from 7-21 years of age
+*19 SPED Schools funded by the government as of January 2018<ref name=":4" /> , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH
+*Guided by the [https://www.moe.gov.sg/education/special-education/special-education-schools/sped-curriculum-framework SPED Curriculum Framework]
 |
+*Limited number of SPED schools, with long waiting lists up to two years<ref name=":5" />.
+**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
 |
 |-
-|'''[https://www.sgenable.sg/pages/content.aspx?path=/for-adults/sheltered-workshops/ Sheltered Workshops]'''
+|'''[https://www.moe.gov.sg/education/special-education/special-education-schools/provisions-support-in-sped-schools Satellite Partnerships]'''
-* Offer employment and/or vocational training to adults with disabilities who do not possess the competencies or skills for open employment.
+*Provide opportunities for integration between SPED and mainstream school students (e.g., learn together in mainstream classrooms for selected academic subjects, and co-organising joint activities such as CCAs and camps) <ref>https://www.straitstimes.com/singapore/education/partner-schools-widen-gate-of-friendship</ref>
-* Currently 8 sheltered workshops run by APSN, Bizlink, CPAS, MINDS, SPD and Thye Hua Kwan at various centres
+*16 SPED schools have been involved as of 2014<ref>https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Enabling-Masterplan-2012-2016/Pages/Education.aspx</ref>
 |
 |
+*MSF is considerning Recommendation 6 of EM3: To enhance opportunities for interaction between mainstream and SPED students in Recommendation 6, with satellite partnerships as a good model<ref name=":12" />
 |-
-|[http://www.minds.org.sg/AdultSvcs.html#EDCprogramme '''MINDS Employment Development Centres (EDCs)''']
+|'''Tertiary Institutions (Polys/ITEs/JCs/CI/Universities & Lasalle/NAFA)'''
-* Provides vocational training for adults with intellectual disabilities aged 18 and above:
+*Disability Support Officers @ [https://www.todayonline.com/singapore/support-offices-campus-special-needs-students Special Education Needs (SEN) Support Offices]
+**Available at each publicly-funded university, polytechnic and Institute of Technical Education (ITE) College
-*[http://www.minds.org.sg/IEDC/index.html Idea Employment Development Centre]
+**Provides holistic support for students with special educational needs, including in-class learning assistance and access arrangements.
-*[http://www.minds.org.sg/SMEDC/ SIA-MINDS Employment Development Centre]
+*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)<ref name=":6" />
-*[http://www.minds.org.sg/WEDC/ Woodlands Employment Development Centre]
+*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.<ref name=":7" />
-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.<ref>http://www.straitstimes.com/lifestyle/myth-of-the-disabled-worker</ref>
+*'''[https://www.channelnewsasia.com/news/singapore/new-assistive-technology-libraries-in-three-polytechnics-10947396 Satelite Loan Libraries]'''
+**Allows students to borrow assistive technologies at a library at Temasek Polytechnic, soon to be implemented at Singapore Polytechnic and Ngee Ann Polytechnic too
 |
+*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<ref>https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/CONFERNCES/2018_AHEAD/Poster_Handouts/Thursday_Proposed_Guidelines/SMU__-_Proposed_Guidelines_for_Disability_Services_in_Singapore_s_Institutes_of_Higher_Learning.pdf</ref>
 |
+*SMU has been funded by the Enabling Lives Grant on a project [https://www.enablinglives.sg/project/raising-standards-and-capabilities-disability-services-institutes-higher-learning-ihls-singapore to develop guidelines, resources and professional programmes for disability services in higher education in Singapore]
 |-
-|[https://employment.sgenable.sg/students/rise-mentorship-programme '''Rise Mentorship Programme''']
+|'''ITE's Buddy’IN'''
-*12-week programme where students are matched with business managers who provide mentoring in job interviews, resume writing skills etc.
+*Co-curricular activity which brings students of different abilities together<ref>http://www.channelnewsasia.com/news/singapore/subsidies-raised-for-poly-ite-students-with-severe-disabilities-9233082</ref>
-|
-|
-|-
-|[https://employment.sgenable.sg/students/internship-programme '''IHL Internship Programme''']
-*Provides internship opportunities for IH students with ASD, ID, PI and SI
-|
-|
-|-
-|[https://employment.sgenable.sg/students/cv-clinic/ '''CV Clinics by Singapore Business Network on Disability''']
-*Business professionals provide CV/resume and interview advice, graduates with disabilities share experiences from their career journeys
-|
-|
-|-
-|'''[https://cpas.org.sg/grow/ Cerebral Palsy Alliance Singapore – Goodwill, Rehabilitation and Occupational Workshop (GROW)]'''
-* Sheltered workshop that provides vocational training and employment for adults with cerebral palsy or multiple disabilities.
-|
-|
-|-
-|'''[https://savh.org.sg/skills-development-programme/ Singapore Association for the Visually Handicapped - Skills Development Programme]'''
-* Skills training courses to prepare and equip the visually handicapped for employment or general upgrading so that they could better integrate with the community.
-* IT Skills
-* Telemarketing
-* Massage Training
-* Learning to Play Musical Instruments
-* Art and Craft
-|
-|
-|-
-|[http://downsyndrome-singapore.org/post/view/8/23 '''Down Syndrome Association – Adult Enhancement Programme''']
-|
-|
-|-
-|'''Training Courses at [https://www.ssg.gov.sg/wsq/cet-centres.html Continuing Education and Training (CET) Centres]'''
-|There is a lack of knowledge of which courses (e.g., WSQ courses) are disability-friendly, or which Continuing Education and Training (CET) centres are conducive or accessible to PWDs (e.g. traveling to and within centres, sensory disturbances).
-|CET centres can consult relevant organisations to understand the considerations involved in ensuring that a venue is accessible (not just in the centre/building, but also getting there)
-|-
-|'''Training Programmes at SG Enable: list [https://employment.sgenable.sg/jobseekers/get-trained/ here]'''
 |
 |
 |}
+=== '''PWDs can access and participate in different levels and types of education over the life course → PWDs are equipped with skills for work and life''' ===
-=== <span style="background:#E0F2CE">'''PWDs can apply work skills in actual settings →'''</span> <span style="background:#E0F2CE">'''PWDs are best positioned to secure open/sheltered employment'''</span> ===
+*'''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.'''
-* '''[https://www.straitstimes.com/singapore/taking-job-help-to-those-with-disabilities Government is looking to set up employment centres in residential neighbourhoods to train and offer jobs to PWDs]''' - consider using HDB void decks or unwanted public buildings as training venues
+*'''While private pre-schools are better in quality and accessibility, they may not be affordable to all parents.'''
 {| class="wikitable"
 |-
@@ Line 390: / Line 322: @@
 | style="width: 33.3%;" |'''<big>Ideas</big>'''
 |-
-|[https://employment.sgenable.sg/students/special-education-students '''School-to-Work Transition Programme (S2W)''']
+|'''Inclusive Preschools'''
-*Begins in the year of graduation and lasts for up to a year after
+*[http://www.kindlegarden.com.sg/ Kindle Garden] by AWWA
-*Students with the potential to work identified by SG Enable and schools and matched to job training
+*Private service providers include:
-*24 in 30 students who joined S2W found a job, with 20 remaining employed for at least 6 months<ref name=":0">http://www.straitstimes.com/singapore/education/scheme-to-help-students-with-special-needs-find-work</ref>
+**Bright Path Preschool<ref>https://www.straitstimes.com/singapore/education/pre-school-takes-in-special-needs-kids-too?xtor=CS3-17</ref>
-|
+**[https://msis.edu.sg/ Melbourne Specialist International School]
-|
+**SAIL Playhouse<ref>https://www.straitstimes.com/singapore/education/sail-playhouse-offers-an-inclusive-preschool-environment</ref>
-*EM3 has taken note of this: To scale up S2W programme so that more SPED school students can participate<ref name=":12">https://www.msf.gov.sg/policies/Disabilities-and-Special-Needs/Documents/Enabling%20Masterplan%203%20(revised%2013%20Jan%202017).pdf</ref>
+**[https://weecare.com.sg/ Wee Care @ Tanglin]
-|-
-|'''[https://able-sg.org/return_to_work.html ABLE Return to Work Programme]'''
-*Provides physical rehabilitation, vocational rehabilitation, social support, training, return-to-work coordination and employment support
-|
-|
-|-
-|[https://www.autism.org.sg/core-services/e2c#tab_e2cProgramme '''ARC Employability & Employment Centre (E2C) Programme''']
-*Autism-specific pre-assessment, assessment, employability training, job placement and job support
-|
-|
-|-
-|[https://www.spd.org.sg/employment-support-programme/ '''SPD Employment Support Programme (ESP)''']
-*Vocational training and employment planning for persons with permanent disabilities 16 years and above
-|
-|
-|-
-|[https://employment.sgenable.sg/jobseekers/hospital-to-work-programme/ '''Hospital-to-Work Programme''']
-*Provides persons with acquired disabilities with support and opportunities to overcome the challenges in gaining sustainable employment.
-|
 |
-|-
+*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.<ref>National Volunteer and Philanthropy Centre (NVPC). (2017). Issues faced by people with disabilities in Singapore. Retrieved from <nowiki>https://www.nvpc.org.sg/resources/report-on-issues-faced-by-people-with-disabilities-in-singapore</nowiki></ref> 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<ref>http://www.straitstimes.com/singapore/education/inclusive-pre-school-kindle-garden-set-to-double-its-fees</ref>)
-|[https://www.spd.org.sg/transition-to-employment/ '''SPD Transition To Employment Programme (TTE)''']
+*Parents report difficulties enrolling children with preschools<ref>http://lienfoundation.org/sites/default/files/Inclusive%20Survey%20Part%202%20-%20Press%20Release%20Lien%20Fdn%20Final%5B1%5D.pdf</ref>:
-*Aims to reintegrate people with acquired physical disabilities aged 18-60 back into the workforce
+**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
-|Job coaches face difficulties in providing psychosocial support for those with acquired disabilities. Some PWDs have difficulty accepting their disabilities and the job coaches are not trained to provide psychosocial support to address these issues.
+**Many parents feel their kids inadequately supported by inexperienced staff, an unsuitable curriculum and inadequate school facilities
 |
 |-
-|'''[https://www.sgenable.sg/pages/content.aspx?path=/for-adults/sheltered-workshops/ Sheltered Workshops]'''
+|[https://www.sgenable.sg/pages/content.aspx?path=/for-children/integrated-child-care-programme-iccp/ '''Integrated Child Care Programme (ICCP)''']
-* Offer employment and/or vocational training to adults with disabilities who do not possess the competencies or skills for open employment.
+*Select childcare centres that allow children with mild special needs to learn, play and socialise alongside their mainstream peers
-* Currently 8 sheltered workshops run by APSN, Bizlink, CPAS, MINDS, SPD and Thye Hua Kwan at various centres
+*14 ICCP Centres caa 18 May 2018<ref>https://www.sgenable.sg/uploads/ICCP%20Service%20Matrix.pdf</ref>
 |
 |
 |}
-=== '''<span style="background:#F2DACE">PWDs are best positioned to secure open/sheltered employment →</span> Disabled people can secure, retain and progress in their careers''' ===
+=== '''PWDs are equipped with skills for work and life → Disabled people have access to an inclusive education which nurtures their varied potentials towards academic, occupational and social development''' ===
-* Job placement and job support services can be linkedin to mainstream job agencies to access larger network of potential employers?
+*'''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.'''
-* Use a tiered quota system for hiring?
+*'''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.'''
+*Overlaps with the [[Disability/Employment/Theory of Change|Employment]] page
 {| class="wikitable"
 |-
@@ Line 439: / Line 353: @@
 | style="width: 33.3%;" |'''<big>Ideas</big>'''
 |-
-|[https://employment.sgenable.sg/students/special-education-students '''School-to-Work Transition Programme (S2W)''']
+|[https://www.moe.gov.sg/education/special-education/special-education-schools/list-of-sped-schools/ '''Special Education (SPED) Schools''']
-*Begins in the year of graduation and lasts for up to a year after
+*Serve students from 7-21 years of age
-*Students with the potential to work identified by SG Enable and schools and matched to job training
+*19 SPED Schools funded by the government as of January 2018<ref name=":4" /> , by APSN, Metta, PCS, MINDS, AWWA, Rainbow Centre, CPAS, ARC, AA, SAMH, Canossian Daughters and SAVH
-*24 in 30 students who joined S2W found a job, with 20 remaining employed for at least 6 months<ref name=":0" />
+*'''Pathlight School''' is the first local special needs school that has started to [https://www.straitstimes.com/tech/pathlight-school-first-local-special-needs-school-to-teach-students-how-to-code?&utm_source=email&utm_medium=social-media&utm_campaign=addtoany teach students how to code]
-|
+*Guided by the [https://www.moe.gov.sg/education/special-education/special-education-schools/sped-curriculum-framework SPED Curriculum Framework]
-|
-*EM3 has taken note of this: To scale up S2W programme so that more SPED school students can participate<ref name=":12" />
-|-
-|'''[https://able-sg.org/return_to_work.html ABLE Return to Work Programme]'''
-*Provides physical rehabilitation, vocational rehabilitation, social support, training, return-to-work coordination and employment support
 |
+*Level of vocational skill training across SPED schools is uneven<ref name=":12" />
+*"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"
+*"The SPED curriculum has not sufficiently incorporated topics on digital media literacy (e.g., Facebook, Whatsapp, cyberwellness) necessary for daily living"
+**'''Dispute:''' "Cyberwellness is addressed among the SPED schools, and MOE Special Education Division has been working on this for the past 2 years."
+*"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."
 |
+*MSF is considering Recommendation 5 of EM3: To place greater focus on life skills in the SPED curriculum<ref name=":12" />
+*Society Staples is working on a [[Disability Network#Roundtable 2: Education|digital literacy course]] for people with developmental disabilities, funded by the LearnSG Seed Fund
+*Cyber Wellness Toolkit for Special Needs Students<ref name=":13">http://www.apsn.org.sg/singtel-introduces-cyber-wellness-toolkit-for-special-needs-students/</ref>
+*IMDA is working on a [https://www.straitstimes.com/singapore/imda-developing-content-to-teach-special-needs-students-how-to-stay-safe-online pilot programme], to be introduced in special education schools, for students with disabilities on how to stay safe online
 |-
-|[https://www.autism.org.sg/core-services/e2c#tab_e2cProgramme '''ARC Employability & Employment Centre (E2C) Programme''']
+|'''[https://employment.sgenable.sg/students/special-education-students/ School-to-Work (S2W) Transition Programme]'''
-*Autism-specific pre-assessment, assessment, employability training, job placement and job support
+*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
 |
 |
 |-
-|[https://www.spd.org.sg/employment-support-programme/ '''SPD Employment Support Programme (ESP)''']
+|'''[https://www.moe.gov.sg/education/special-education/special-education-schools/sped-curriculum-framework#Vocational-Education-in-SPED-School Vocational Certification Programmes]'''
-*Vocational training and employment planning for persons with permanent disabilities 16 years and above
+*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).
-|[https://employment.sgenable.sg/jobseekers/public-service-career-placement-pscp-programme/ '''Public Service Career Placement (PSCP) Programme''']
+*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)
-*Provides job matching services for persons with autism spectrum disorder, intellectual disability, physical impairment, hearing impairment and visual impairment who are interested to pursue a career in the public service sector.
-*After placement, job support services will be provided.
-|
-|
-|-
-|[https://www.spd.org.sg/transition-to-employment/ '''SPD Transition To Employment Programme (TTE)''']
-*Aims to reintegrate people with acquired physical disabilities aged 18-60 back into the workforce
-|Job coaches face difficulties in providing psychosocial support for those with acquired disabilities. Some PWDs have difficulty accepting their disabilities and the job coaches are not trained to provide psychosocial support to address these issues.
-|
-|-
-|'''[https://www.sgenable.sg/pages/content.aspx?path=/for-adults/sheltered-workshops/ Sheltered Workshops]'''
-* Offer employment and/or vocational training to adults with disabilities who do not possess the competencies or skills for open employment.
-* Currently 8 sheltered workshops run by APSN, Bizlink, CPAS, MINDS, SPD and Thye Hua Kwan at various centres
 |
+*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<ref name=":10">http://www.dpa.org.sg/wp-content/uploads/2018/08/Incusion-in-Education2.pdf</ref>
+**SPD book binding orders and restoration services plunged by about 40% since 2010<ref name=":11">https://www.straitstimes.com/singapore/people-with-disabilities-losing-jobs-to-technology</ref>
+**Bizlink lost contracts for printing and packing of red packets because businesses are outsourcing jobs to other countries in the region<ref name=":11" />
 |
+*Review vocational training to ensure that skills and knowledge taught meet the changing needs of the job market
 |}
 <references />