INCA Education around the world

Singapore : Initial Teacher Training


Last updated: 24-Jul-2011
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods

 

Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.

This section of the INCA website describes initial teacher training for teachers of students with special educational needs.  For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.  

 

7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools

The education of children with special educational needs (SEN) is provided in special education (SPED) schools. In 2004, there were 20 SPED schools receiving funding from the Ministry of Education (MOE) and the National Council of Social Services (NCSS). SPED schools run different programmes catering to distinct groups of children who are unable to benefit from mainstream schooling.11  32

In accordance with the Education Act 1, special education (SPED) schools are registered as private schools and are operated by voluntary welfare associations (VWOs). These VWOs have their own aims, objectives and philosophies of special education.2

Special education is also available at the Genesis School for Special Education which is a comercially run centre, and the Dover Court Preparatory School which is a foreign system school with a special education department.11

In addition to SPED schools, special educational needs are also provided for by the Psychological and Guidance Services Branch (renamed from the Specialised Pupil Programmes Branch, formed in April 1995), which offers a range of services to primary schools to assist schools in maximising the learning potential of students with learning difficulties.5  32

7.5.1 Control

All teacher training in Singapore is carried out at the National Institute of Education (NIE). The NIE offers special needs programmes at initial teacher training level, and also at postgraduate level, so that current teachers can continue to expand their professional knowledge.13

Teachers employed by voluntary welfare organisations (VWOs) generally possess a certificate/diploma in special education. Ministry of Education (MOE) seconded teachers usually have at least a diploma in education.27  32

There is currently a Gifted Education Programme (GEP) in Singapore, which is dedicated to educating gifted and talented children in Singapore schools (see 1.2.1. for more information on this programme). Section 7.5.7.1. provides information about the role and recruitment of teachers to participate in this programme.

7.5.2 Type of training institutions and courses

The National Institute of Education (NIE) has a department for Early Childhood and Special Needs Education. This department offers the following programmes.

Pre-service courses (initial teacher training)

  • Diploma in Education: the core Education Studies modules include two modules which relate to special needs education and related areas. These are 'introduction to learning and teaching', and 'providing for individual differences in learning and teaching'. There are also elective modules (e.g. 'Catering to Pupils with Special Needs in the Primary School').
  • Degree: Elective module on 'Catering to Pupils with Behavioural and Learning Problems'.
  • Postgraduate Diploma in Education: Elective modules on 'Teaching Pupils with Behavioural and Learning Problems' and 'Helping Pupils with Special Educational Needs'.
  • Diploma in Special Education.12  32

In-service courses

These include the:

  • Advanced Diploma in Teaching Pupils with Special Learning and Behavioural Needs in Primary Schools.12  32

The following courses are offered:

  • Introduction to Understanding Pupils with Special Learning and Behavioural Needs.
  • Assessment and Instructional Planning for Pupils with Special Learning and Behavioural Needs.
  • Curriculum Adaptations and Intervention Programmes for Pupils with Learning and Behavioural Problems.
  • Teaching Language and Literacy to Pupils with Learning Problems.
  • Teaching Mathematics to Pupils with Learning Problems.
  • Planning and Implementing Intervention Programmes for Pupils with Behavioural Problems.
  • Working with Parents and the Community.
  • Understanding and Working with Pupils in the Lower Primary Years.
  • Understanding and Providing for Pupils with High Ability in Mainstream Classrooms.
  • Introduction to School-based Action Research.19  32

Masters courses

There is also a Master of Education programme in special education.12

7.5.2.1 Admissions

Pre-service courses (initial teacher training)

For admission to the Diploma in Education programme, candidates should possess either:

  • a Polytechnic Diploma, plus 5 'O' Level passes including English and mathematics; or
  • 2 'A' Level and 2 'AO' Level passes (including the General Paper) (taken at one or two sittings), plus 5 'O' Level passes including English and mathematics.33

For admission to the Diploma in Special Education programme, candidates should:

  • possess a minimum of two passes at 'A' Level and two at 'AO' Level, including a pass in General Paper obtained at the GCE 'A' Level (English) Singapore-Cambridge Examination;
  • have at least three months' teaching experience in a special school setting; and
  • be employed full-time by a voluntary welfare organisation (VWO) in a special school setting.14

In-service courses

For admission to the "Advanced Diploma in Teaching Pupils with Special Learning and Behavioural Needs in Primary Schools" programme, candidates should:

  • be serving qualified teachers (preferably with a minimum of two years' experience) and hold a Diploma in Education or its equivalent.17  32

For admission to other in-service training courses, candidates are usually required to have a Diploma in Education or its equivalent and be serving qualified teachers.19

Masters courses

The Master in Education (MEd) programme is designed primarily for schoolteachers and other colleagues working for the Ministry of Education.15

7.5.3 Trainers

After their NIE training, newly-qualified teachers are employed to teach in a school as a "beginning teacher". As such, they are given 80 per cent of their normal responsibility load during their first year of service. The 20 per cent off-loading is to enable them to learn from experienced teachers; co-teach; and acquire on-the-job training. They are mentored and guided throughout by senior teachers and other experienced teachers.33

7.5.4 Curriculum for initial teacher training

Pre-service courses

Diploma in Education

The Diploma in Education is a general initial teacher training course. It includes two core education studies modules which include information about dealing with special educational needs.

The two modules are:

  • Introduction to learning and teaching
  • Providing for individual differences in learning and teaching.12

Further information is available at http://www.nie.edu.sg/itt_hb/web/dip03/dipgen/content.html

Diploma in Special Education (DISE)

This two-year, part-time programme of study is designed specifically to train teachers of children with special needs. These children have a wide range of disabilities, including those with various degrees of intellectual, physical, behavioural, psychological and sensory problems, or a combination of these.14

The objectives of the programme are to:

  • provide a basic knowledge of the key areas of child development, educational theory, and of the major types of special needs problems;
  • provide students with the skills necessary for the identification of specific problems and the diagnosis and assessment of individual weaknesses;
  • develop competency in a range of teaching skills to suit the needs of the children being taught; and
  • teach students to plan and evaluate individualised intervention programmes for their own area of disability specialisation.14

The DISE programme begins by introducing student teachers to the psychology of education and then moves on to the nature of special education, the areas of special educational needs, the identification, diagnosis and treatment of these needs, and the basic principles and practices of effective teaching and learning, before going into an in-depth study of a chosen area of disability. The programme is highly practice-oriented to ensure a direct linkage with the real issues and problems encountered by teachers in special classes.14

There are four major areas of study on the programme:

  • educational studies;
  • education studies electives;
  • curriculum studies; and
  • supervised practicum.14

For further information on the programme, see http://www.nie.edu.sg/html/itt_special_dise.htm

In-service courses

Advanced Diploma in Teaching Pupils with Special Learning and Behavioural Needs in Primary Schools

This course is useful to both regular primary school class teachers as well as those working in a learning support capacity within their schools. Suitably qualified teachers working in special schools are also eligible.17

Students gain in-depth training in how to meet the variety of special needs of children in primary schools. This includes how to assess, plan, implement and evaluate programmes. Participants also have the opportunity to engage in school-based research.17

The programme lasts for a minimum of two years, and a maximum of three.17

The core modules are:

  • Introduction to Understanding Pupils with Special Learning and Behavioural Needs
  • Assessment and Instructional Planning for Pupils with Special Learning and Behavioural Needs
  • Curriculum Adaptations and Intervention Programmes for Pupils with Learning and Behavioural Problems
  • Introduction to School-based Action Research.17

The elective modules are:

  • Teaching Language and Literacy to Pupils with Learning Problems
  • Teaching Mathematics to Pupils with Learning Problems
  • Working with Parents and the Community
  • Planning and Implementing Intervention Programmes for Pupils with Behavioural Problems
  • Understanding and Working with Pupils in the Lower Primary Years
  • Understanding and Providing for Pupils with High Ability in Mainstream Classrooms.17

Further information is available at http://www.nie.edu.sg/gprica/courses/adp/pc_adslbn.htm

Introduction to Understanding Pupils with Special Learning and Behavioural Needs

This course provides participants with knowledge fundamental to the education of children with special learning and behavioural needs in mainstream and special classroom settings. Building on a sound understanding of the psychology of children with special learning and behavioural needs, appropriate educational and social programmes are discussed.20

The course outline includes:

  • The nature of children with special learning and behavioural needs and its effects on the child, family and the teacher
  • The different categories of special needs
  • International trends and provisions for children with special needs
  • Special placement programmes in Singapore for children with special learning and behaviour needs
  • Diagnosis and identification of various learning and behavioural needs in mainstream classroom settings
  • Common characteristics and causal factors of learning and behavioural problems
  • Academic intervention
  • Behavioural intervention (proactive and reactive strategies)
  • Working with parents and community support agencies/groups.20

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_iupslbn.htm

Assessment and Instructional Planning for Pupils with Special Learning and Behavioural Needs

This course provides an overview of assessment in general education and special needs education. First, issues and controversies in assessment are discussed. Second, basic measurement concepts are introduced. Third, both formal and informal assessment procedures in a variety of areas are examined. Fourth, curriculum-based assessment as a major focus for ongoing instructional planning is presented.21

The course outline includes:

  • Issues and controversies in assessment
  • Assessment of achievement
    • General achievement
    • Reading
    • Mathematics
    • Written language
    • Spelling
  • Informal assessment procedures: Basic tools for teachers
    • Observational assessment
    • Criterion-referenced testing
    • Curriculum-based assessment
    • Portfolio assessment and other alternative procedures.
  • Assessment of behaviour and emotional status
  • Integration of assessment and teaching
  • Programme evaluation.21

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_aippslbn.htm

Curriculum Adaptations and Intervention Programmes for Pupils with Learning and Behavioural Problems

This course focuses on designing and implementing a learner-oriented programme of instruction for children with learning and behavioural problems in mainstream schools through ongoing and appropriate curriculum adaptations, as well as illustrating how such a programme can provide measures of students' academic achievement over periods of time.22

The course outline includes:

  • The need for curriculum adaptations
  • Curriculum-based measurement and assessment
  • Identifying curricular elements for adaptation
  • Principles for adapting materials
  • Making adaptations to instructional materials
  • Selecting alternative materials
  • Technology and curricular adaptation
  • Empirically-based interventions to meet the needs of individual children
  • Collaboration, monitoring progress and programme evaluation.22

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_caipplbp.htm

Teaching Language and Literacy to Pupils with Learning Problems

Participants study identification and assessment techniques, programme planning and evaluation in the language arts.23

The course outline includes:

  • Language arts - definition and overview.
  • Speech and language development, delays and disorders. Assessment and teaching programmes.
  • Reading components: meaning, fluency, phonics. Assessment, teaching and remediation programmes.
  • Assessment and teaching programmes for writing: expressive writing, grammar and syntax, spelling and handwriting (penmanship).23

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_tllplp.htm

Understanding and Working with Pupils in the Lower Primary Years

This course aims to extend participants' breadth and depth of understanding of the developmental learning needs of young children. Current programmes which adopt a more holistic approach to learning are introduced and evaluated for use in the lower primary setting. Practical on-site workshops and visits to preschool centres are conducted in order to identify the skills necessary for working constructively and creatively with young children in mainstream settings.24

The course outline includes:

  • Overview of existing programmes at local private and non-private pre-school centres
  • Organisation and content of the new pre-school curriculum for Singapore
  • Implications of research on transition to primary school
  • Reviewing classroom practices to accommodate the varying learning needs of younger primary children
  • Field visits to local private and non-private pre-school centres.24

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_uwplpy.htm

Understanding and Providing for Pupils with High Ability in Mainstream Classrooms

This course aims to help participants understand and provide for the needs of highly able children in mainstream classrooms. Participants are given a broad overview of the nature and needs of highly able children and learn how to modify the curriculum for these learners. They also explore the use of appropriate teaching methods and materials for instructing the highly able.25

The course outline includes:

  • Conceptions of giftedness
  • Nature and needs of the highly able
  • Current theory and practice in planning the curriculum for the highly able
  • Differentiating curriculum for the highly able by content, process, product and learning environment
  • Developing scope and sequence
  • Designing units of instruction
  • Assessment and evaluation.25

Further information is available at http://www.nie.edu.sg/gprica/courses/ic/pc_ic_upphamc.htm

Masters courses

The Master in Education (MEd) programme is designed primarily for schoolteachers and other colleagues working for the Ministry of Education. It provides participants with an opportunity to explore the latest issues in education and, through a dissertation, to undertake a research project where they are able to investigate an important issue associated with their educational environment.15

There are 12 areas of specialisation, one of which is special education.15

The Master of Education is a part-time programme. All specialisations require the study of eight subjects plus a dissertation, or 10 subjects (including critical inquiry). The subjects are generally offered in the evening and candidates usually take two subjects per semester.15

The special education specialisation subjects are designed to enable professionals in the field to extend their knowledge while teachers in regular schools, professionals in related disciplines, and suitably qualified members of the community have opportunities to provide an academic focus to their interests. Some of the subjects provide information about the range of approaches now used in meeting the needs of persons with special needs. Others explore methods and strategies. All subjects are firmly rooted in research and students are exposed to up-to-date information along with skills to maintain and disseminate their knowledge. Graduates should be well equipped to conduct research, to provide leadership in contemporary special education and to help in forming policy and procedures for the future.16

The coursework for this specialisation comprises two core subjects, two required specialisation subjects, three elective specialisation subjects, one open elective plus either:

  • a dissertation or;
  • two additional subjects (one open elective and critical inquiry)16

(a) Core:

  • Educational inquiry 1
  • Educational inquiry 216

(b) Required specialisation subjects:

  • Investigations in special education.
  • Issues and trends in special education16

(c) Elective specialisation subjects:

  • Curriculum design and development
  • Learning disabilities
  • Human development
  • Early intervention
  • Critical inquiry (required for coursework option only)16

(d) Open elective from any Masters subjects offered by NIE

  • Candidates take two subjects per semester16

Further information is available at http://www.nie.edu.sg/html/meduc/meduc_special.htm

7.5.5 Qualifications and standards

7.5.5.1 Qualifications and entitlement

Teachers trained in special needs education are able to teach in special education (SPED) schools, and to teach children with special educational needs, including gifted and talented children, in mainstream schools.

7.5.5.2 Probationary periods

See 7.5.6.

7.5.6 Post-qualification induction periods

Pre-service training (initial teacher training)

After their NIE training, newly qualified teachers are employed to teach in a school as a 'beginning teacher'. As such, they are given 80 per cent of their normal responsibility load during their first year of service. The 20 per cent off-loading is to enable them to learn from experienced teachers; co-teach; and acquire on-the-job training. They are mentored and guided throughout by senior teachers and other experienced teachers. Beginning newly qualified teachers work with their mentors and seek their guidance. Teachers benefit by sharing best practice and improving on ideas, materials, techniques, lesson plans and organisational skills.33

In-service training

In-service training in the area of special educational needs is undertaken by existing practising, qualified teachers.

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