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
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.
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)
In-service courses
These include the:
The following courses are offered:
Masters courses
There is also a Master of Education programme in special education.12
Pre-service courses (initial teacher training)
For admission to the Diploma in Education programme, candidates should possess either:
For admission to the Diploma in Special Education programme, candidates should:
In-service courses
For admission to the "Advanced Diploma in Teaching Pupils with Special Learning and Behavioural Needs in Primary Schools" programme, candidates should:
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
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
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:
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:
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:
For further information on the programme, see http://www.nie.edu.sg/html/itt_special_dise.htm
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:
The elective modules are:
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:
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:
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:
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:
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:
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:
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) Core:
(b) Required specialisation subjects:
(c) Elective specialisation subjects:
(d) Open elective from any Masters subjects offered by NIE
Further information is available at http://www.nie.edu.sg/html/meduc/meduc_special.htm
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.
See 7.5.6.
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.
There is a Gifted Education Programme (GEP), first implemented in 1984 by the Ministry of Education in line with its policy to allow each child to learn at his or her own pace. The GEP programme lasts for the final three years of primary education and the first four years of secondary education.5 More information about the Gifted Education Programme (GEP) can be found in section 1.2.1.
The GEP trains specific teachers to help carry out the programme's work. Teachers for the GEP are selected jointly by the Ministry of Education's Gifted Education Branch and the principals of GEP schools. Shortlisted teachers are invited for an interview. At this interview, an assessment is made of the teacher's attitude towards gifted education and his/her suitability to teach in the programme.27
A teacher who indicates interest and willingness to join the GEP and who appears to have the prerequisite qualities for teaching gifted children is then observed teaching in his/her own class by at least two officers from the Gifted Education Branch. Selection of the teacher is based on his/her performance during the interview and the classroom observation.27
Teachers for the programme are chosen on the basis of their belief in the need for a programme for the gifted and on their confidence and ability to work with gifted children. Besides possessing good academic qualifications and a good teaching record, the teachers must also relate well to gifted children.27
The major part of the training for new GEP teachers takes place 'on the job'. This takes the form of classroom observations by Gifted Education Branch officers as well as frequent consultations with them on matters relating to curriculum planning and teaching strategies.27
New GEP teachers have to complete three compulsory courses:
Teachers also attend the GEP Annual Conference. During the Conference which is held in November, there is a review of the GEP curriculum and planning for the new academic year.27
The website of the Gifted Education Programme is available at http://www.moe.gov.sg/gifted/
Gifted education programme (GEP) teachers
See 7.5.7.1.
Bachelor of Special Education in Singapore (graduate entry)
The School of Education at Flinders University in Adelaide, Australia, offers a 'Bachelor of Special Education in Singapore' degree. This course combines distance education learning with intensive in-country study and an optional study tour to Australia. It is offered with particular reference to the context and culture of the Singapore education system and the specialist knowledge required by learning support coordinators and teachers of students with special needs and/or disabilities.30
The programme acknowledges the importance of quality early intervention in maximising the learning opportunities for children in the early years of schooling and examines the many fundamental principles and practices that underlie quality instruction for children with special needs.30
Students study six, six-unit topics, five of which are supported by intensive seminars and fortnightly tutorials in Singapore. The total contact time for each topic is 24 hours (15 in seminars and nine in tutorials) - the same as is provided to students studying on-campus in Adelaide. Singapore students also undertake the same assignments and assessment activities.30
All students take the following compulsory core topics, which are supported by in-country teaching in Singapore:
A further two topics are selected according to one of two options:
Option 1: Learning Support Coordinators and teachers in mainstream schools
Option 2: Special school teachers
The final topic, Special Topic 2, comprises an intensive two-week special study programme in South Australia offered to all teachers. This involves structured school visits and intensive short-course work on campus at Flinders. School placements are based on the needs of individual teachers. For example, special school teachers are placed in similar settings, while teachers from mainstream schools are placed with learning support teachers in mainstream schools.30
For admission to this postgraduate degree, a qualification in teaching is needed, including the Diploma of Teaching or Certificate of Teaching, plus a minimum of two years' teaching experience.30
Further information about the course is available at http://www.flinders.edu.au/courses/postgrad/singapore.htm
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
NO INFORMATION AVAILABLE AT PRESENT.
Pre-service training (initial teacher training)
Since 2002, the Ministry of Education (MOE) has been taking greater ownership in the selection, management and development of teaching scholars. In August 2002, the Ministry announced a new undergraduate teaching scholarship and award structure. This aims to allow the Ministry to continue attracting a steady stream of talented and dedicated young individuals into the Education Service each year.1
Tuition fees for all trainee teachers are fully paid by the Ministry of Education. While undergoing training at the National Institute of Education (NIE), trainee teachers receive a monthly salary. Upon completion of their NIE training, they serve a three-year teaching bond. A trainee teacher who fails to graduate from NIE or whose service is terminated before fully discharging the three-year bond has to pay liquidated damages to the Ministry.1
The Diploma in Special Education (DISE) course is fully sponsored by the individual's employer.29
In-service training
Postgraduate training courses in special educational needs can be funded by the Staff Training Branch, the Ministry of Education or by schools or individuals.18