Determining Whether Children With Special Needs Are Better Catered to in Special Education School or Mainstream School

Assoc Prof Razwana Begum Abdul Rahim asked the Minister for Education (a) how does the Ministry determine whether a child with special needs will be better catered for within a special education school rather than a mainstream school; (b) how do mainstream schools ensure that children with special needs receive the most appropriate in-school support and education options; and (c) under what circumstances will it be appropriate for parents or caregivers of such children to take an ongoing in-class role with respect to the support or education of their children.

Children with assessed delay in development receive early intervention support in their preschool years. Through their interactions with the children, preschool educators and allied health professionals that provide early intervention support help to identify a child’s developmental needs and guide parents to make informed decisions on the appropriate educational provision for their child. When providing advice to help parents decide whether to enrol their child in a mainstream primary school or Special Education (SPED) school, psychologists, medical practitioners and allied health professionals are guided by professional practice guidelines developed jointly by the Ministry of Education (MOE), hospitals and SPED schools.

MOE is committed to supporting all students with special educational needs (SEN) in quality educational settings that can best meet their needs. Students with mild SEN who can cognitively access the national curriculum and adapt to a mainstream learning environment attend mainstream schools. Students with moderate to severe SEN, who require customised support and therapy, would be better supported in SPED schools.

In mainstream schools, students with SEN are supported by teachers who implement inclusive classroom practices, as well as SEN Officers who specialise in learning and behavioural support. Depending on their needs, some of these students may require in-class support or small group intervention by SEN Officers or teachers. These include targeted interventions and programmes for literacy, numeracy and social and behavioural needs.

There is a very small number of students in mainstream schools who may require additional support beyond what the school can provide. On an exceptional basis, schools may allow parents, or additional resources engaged by the parents, such as a professional or a caregiver, to be present in the school to help transition their children to be more independent in the mainstream schools.

In cases where a student in a mainstream school has severe needs that are better supported in a SPED school, school personnel and MOE’s Educational Psychologists will work with parents to identify a more appropriate educational setting and to facilitate the transfer of a child from a mainstream to SPED school. MOE also provides Post-Diagnosis Educational Guidance to render emotional support and assistance to parents.