Reasons for Graduation Age of SPED Schools Being 18 Years

Mr Ong Hua Han asked the Minister for Education (a) what are the reasons for the graduation age of Special Education (SPED) schools being 18 years old; and (b) whether the Ministry can consider increasing the graduation age to at least 21 so that SPED school students have more time to gain necessary life skills and transition to post-school life.

The Special Education (SPED) curriculum is designed for SPED students to acquire critical knowledge and functional skills to achieve the education outcomes for "living, learning and working" over a 12-year period, as they move on to post-schooling pathways at 18 years old, depending on their needs and interests.

To help SPED students and their families make informed plans for the transition to post-school pathways, SPED schools work with families to facilitate a transition planning process for SPED students, starting from the age of 13, based on the students’ interests, strengths and aspirations. By the final year in SPED, typically 18 years old, each SPED student has an Individual Transition Plan to reflect his or her plan post-SPED.

SPED students with the potential for open or supported employment may undertake the vocational certification pathway, where they have a longer runway of up to 21 years old to attain these certifications. The Ministry of Education also works closely with the Ministry of Social and Family Development (MSF) and SG Enable to strengthen support and provide job opportunities for SPED graduates who are ready or have the potential to work. For example, the School-to-Work Transition Programme provides SPED graduates with the potential to work with customised place-and-train job training pathways for up to two years post-SPED. In addition, the Enabling Business Hub provides them with more training and employment opportunities and employment support services.

For the remaining SPED students who require adult disability services, the Government’s approach is to develop and implement services and other forms of support to enable them to transition smoothly to living and learning through community services, rather than delaying graduation. For SPED graduates who are transiting to community services, such as Day Activity Centres and Sheltered Workshops, Multi-Agency Transition Meetings are held to facilitate a more coordinated and person-centred handover process between SPED schools and post-school adult services. MSF is also reviewing and enhancing the continuum of post-SPED services, including the Sheltered Workshops, Day Activity Centres and the Home-Based Intervention Services pilot. The aim is to build on the functional skills SPED graduates learnt in school to enable them to exercise greater independence at home and in the community. Caregivers also play an important role to help SPED graduates reinforce skills learnt in the home setting.

SPED graduates can also continue to develop work and life skills through continual learning. For instance, the Enabling Skills and Competencies Framework, which builds on the SPED curriculum, sets out the skills and competencies for Persons with Disabilities (PwDs) for independent living and employment. PwDs can also draw upon SkillsFuture support and tap on courses organised by the Enabling Academy and Enabling Services Hubs to access opportunities for continual learning.