Debated in Parliament on 10 Jan 2024.
Mr Ong Hua Han asked the Minister for Education in each year from 2019 to 2023, what is the percentage of autistic special education school students who (i) continued their education in a mainstream school after completing the PSLE and (ii) transferred to mainstream schools after being assessed as suitable by the Multi-Agency Advisory Panel.
Mr Ong Hua Han asked the Minister for Education (a) what is the ratio of special needs officer to student in post-secondary education institutions; and (b) what programmes are in place at these institutions to proactively monitor and support special needs students who have difficulties transitioning into post-secondary education.
Mr Ong Hua Han asked the Minister for Education for each year from 2019 to 2023, what is the respective percentage of special needs students who graduated from mainstream secondary schools and are currently (i) employed and (ii) enrolled in an Institute of Higher Learning.
In the past three years, about 18% of students with autism from special education (SPED) schools continued their education in mainstream secondary schools after passing the PSLE. From 2021 to 2023, 18 SPED students with autism transferred midway to mainstream schools after being assessed to be suitable.
From 2019 to 2021, from the latest data available, more than 83% of students with special educational needs (SEN) graduated from mainstream secondary schools and progressed to Post-Secondary Education Institutions (PSEIs). At the post-secondary level, SEN officers are deployed to junior colleges and Millennia Institute when necessary. The other PSEIs have an average of three to four SEN officers per institution.
To facilitate students’ transition to a new education environment, the Ministry of Education works with secondary schools to share SEN-related information with junior colleges, Millennia Institute, polytechnics and Institutes of Technical Education. Students with SEN progressing to the autonomous universities or arts institutions are encouraged to share their conditions with their institutions and request SEN support where necessary.
The SEN officers will engage students with SEN to understand their individual needs and work with educators to provide targeted support, including in-class learning assistance, access arrangements and intervention support. PSEIs also have funds that students with SEN can tap on to purchase education-related assistive technology devices and support services.
PAPERCUTS