Inclusive Education Essay

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Singapore has a short history in regards to inclusive education in Mainstream school. At the start of this century, six special schools were completed being Eden School, Fernvale Gardens School, Pathlight School, Rainbow Centre – Yishun Park, St. Andrew’s Autism School and Woodlands Garden School. Since the starting of Pathlight School in January 2004, there has been an increase in the awareness of the public on Special Education. Before that, children with special needs are already inclusive in our mainstream schools. But many people are not aware of the school system of inclusion. Teachers were not trained in how to engage children with special needs into the school system.

The legislation of compulsory education (The Compulsory Education Act, Cap 51) was passed in 2003 that all children born after 1 January 1996 must attend national primary schools. This has made it possible for inclusion of children with special needs in mainstream schools.

In addition, the Steering Committee on the Enabling Masterplan (2007) reported that Ministry of Education has put in $15 million for the placement of Special Needs Officers (SNOs) into mainstream schools to support children with dyslexia and Autism Spectrum Disorder. The Ministry of Education also looked into the training of mainstream schools teachers to better support students with special needs. Ten percent of mainstream teachers will be trained in National Institute of Education in special needs.

The Steering Committee on the Enabling Masterplan (2012) has raised the quality of education for students with special needs in SPED by extending the graduation age to 21 years. Since 2005, National Institute of Education has implemented a 12-hour module on special needs in the pre-service...

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...It provides a positive thinking toward the students with disabilities. The training of teachers plays a major role in this whole network of inclusion education. There are no hard and fast rule or solution to inclusion and dealing with students with disabilities. The support of school leaders and teachers are critical to create a conducive environment for students with disabilities. Ultimately, inclusion education targets students with disabilities to be inclusive in the social context for life long learning to take place. This skill will bring them further in life to handle crisis and they will not be defeated by the circumstances or failures. Teachers need to be empowered with skills and confidences to engage students with special needs. The support from school system also empowers them so that their attention on planning and crafting curriculum will be more focus.

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