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	<title>Learning difficulties &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>The Youth-Theory of Mind (Y-ToM) Tool</title>
		<link>https://singteach.nie.edu.sg/2023/11/28/the-youth-theory-of-mind-y-tom-tool/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-youth-theory-of-mind-y-tom-tool</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 28 Nov 2023 01:59:46 +0000</pubDate>
				<category><![CDATA[Ask A Researcher]]></category>
		<category><![CDATA[Well-Being]]></category>
		<category><![CDATA[Education research]]></category>
		<category><![CDATA[Character and Citizenship Education]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22685</guid>

					<description><![CDATA[]]></description>
										<content:encoded><![CDATA[<div class="message-box-wrapper yellow">
<div class="message-box-title">Answered by Dr <span>Nah Yong Hwee</span><span> </span>(<span>Assistant Professor, Psychology and Child &amp; Human Development Academic Group, NIE)</span></div>
<div class="message-box-content">
<p><strong>Q: When encountering students who show signs of social difficulties, how can teachers leverage on the <a href="https://singteach.nie.edu.sg/2023/10/01/cultivating-theory-of-mind/" target="_blank" rel="noopener">Youth-Theory of Mind (Y-ToM) tool</a> to support their students and foster positive teacher-student relationships?</strong></p>
<p>You can use the Y-ToM to gauge the overall social difficulties or to look at specific categories such as (1) lie; (2) white lie; (3) misunderstanding; (4) double bluff; (5) figure of speech; (6) sarcasm; and (7) persuasion in the Y-ToM to see which area to focus on. However, it is important to first gauge whether the student does not <em>know</em> how to respond in such social situations or does not <em>want</em> to behave accordingly in such social situations. The Y-ToM will be helpful if it is the former and we can teach the appropriate social responses in those social situations. However, you may need more of behavioural management strategies (e.g., reward system) if it is more of the latter where the student knows what to do but does not want to do it.</p>
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		<title>Towards Greater Inclusivity: A Parent’s Perspective</title>
		<link>https://singteach.nie.edu.sg/2017/03/10/issue60-people01/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue60-people01</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Fri, 10 Mar 2017 08:03:35 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 60 mar 2017]]></category>
		<category><![CDATA[Parental involvement]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<category><![CDATA[Inclusive education]]></category>
		<category><![CDATA[Advocacy]]></category>
		<category><![CDATA[Parent]]></category>
		<category><![CDATA[People]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=10894</guid>

					<description><![CDATA[It is every parent’s hope that their children grow up healthy and well-integrated into society – parents of [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>It is every parent’s hope that their children grow up healthy and well-integrated into society – </em></strong><em><strong>parents of children with special needs are no exception. Having experienced the challenges of raising a child with special needs in Singapore, Magdelene hopes her story will increase awareness of their needs and encourage parents, teachers and caregivers to soldier on and build a more caring and inclusive society.</strong> </em></p>
<div id="attachment_11088" style="width: 310px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-11088" class="wp-image-11088 size-full" src="https://singteach.nie.edu.sg/wp-content/uploads/2017/03/People_Magdelene-1_for-web.jpg" alt="" width="300" height="220" /><p id="caption-attachment-11088" class="wp-caption-text">(from left) Magdelene, her husband and son Sebastian</p></div>
<h1>Q: Can you tell us about Sebastian and his diagnosis?</h1>
<p>Sebastian is my eldest boy. He is 26 this year. When he was in preschool, his teacher used to say, “Sebastian seems to learn something, but a while later he forgets and he acts as if he never learnt it before.” They advised me to send him for a brain scan, which I did. That’s when I found out he was born without a corpus callosum. We could not pinpoint the exact problem, but his is an intellectual disability diagnosed as Global Developmental Delay.</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">What is the Corpus Callosum<strong>?</strong></div>
<div class="message-box-content">
<p>The human brains are divided into two sections, the right and left hemisphere. These two halves are connected by a bundle of nerve tissue that contains over 200 million nerve fibers (responsible for carrying electrical signals to and from the brain). This bundle of nerve tissues is known as the <em>corpus callosum</em> and it allows for communication between the two hemispheres by transferring motor, sensory, and cognitive information.</p>
<p>While the effects of the absence of the corpus callosum vary from person to person, individuals tend to experience cognitive and communication developmental delays. Other potential issues include vision impairment, low muscle tone and lack of motor skills.</p>
<p>Source: <a href="https://biology.about.com/od/anatomy/p/corpus-callosum.htm"><u><span style="color: #0066cc;">https://biology.about.com/od/anatomy/p/corpus-callosum.htm</span></u></a></p>
</div>
</div>
<h1>Q: What were some of the challenges you faced when Sebastian was growing up?</h1>
<p>As a typical Singaporean parent with high expectations of my children, it was initially hard to accept Sebastian’s condition. Even after I realized I needed to get over my denial and find out what I could do for him, I was groping in the dark due to a lack of resources.</p>
<p>Sebastian’s developmental milestones were delayed, so when it was time for him to enter primary school, he was not ready. Mainstream primary schools I approached also lacked the necessary support to accept him.</p>
<p>It was fortunate that he eventually went to Dover Court Preparatory School, an international school that ran a special needs class alongside mainstream classes.</p>
<p>During his 4 years there, he was included in mainstream school activities; he acted in school dramas and participated in sports and school concerts. Since he was in a small class, he had all the attention he needed. Enrolling him there is probably one of the best things I’ve done for him.</p>
<p>After Dover Court, we registered him with one of <a href="https://www.minds.org.sg/">MINDS’ (Movement for the Intellectually Disabled of Singapore) </a>Special Education schools. The real challenge began when he graduated from MINDS at 18. As the queue to enter one of MINDS employment development centres was really long, I had to search for other things for him to do.</p>
<p>His focus and motor skills were not good enough for him to experience open employment, so he went to a sheltered workshop, <a href="https://www.touch.org.sg/our-services/special-needs-services/touch-centre-for-independent-living">Touch Centre for Independent Living (TCIL)</a>, where he learnt basic life skills like how to clean himself and travel on his own. He spent a couple of years there in a school-like environment.</p>
<p>After a few years, I felt he needed to understand that he needs to work, so I sent him to <a href="https://www.thkmc.org.sg/services_detail/thk-pan-disability-centre-eunos">Thye Hua Kwan Pan-Disability Centre </a>where he does simple work like putting together Singapore Airlines luggage tags.</p>
<h1>Q: Why is it important that Sebastian goes to work?</h1>
<p>Work is important to keep him engaged. The moment those with special needs stay at home and stop engaging with the outside world is when they regress. Many of them develop mental issues because they are like any other human being – they need to be wanted and to have friends.</p>
<p>Having said that, Sebastian benefits a lot more now from the inclusive activities that we have in society. Besides his work, he is involved in other activities such as <a href="https://www.runninghour.com/">Runninghour</a> every Saturday. Regular runners run alongside people with disabilities, mainly the blind and intellectually challenged. He is also with <a href="https://www.specialolympics.org.sg">Special Olympics Singapore </a>and bowls every Tuesday with his friends with special needs. These are valuable opportunities for him to mingle, make friends and achieve something.</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>&#8220;Sebastian benefits a lot more now from the inclusive activities that we have in society&#8230; these are valuable opportunities for him to mingle, make friends and achieve something.&#8221;</p>
<p><em>&#8211; <strong>Magdelene Yip</strong>, on the positive impact that inclusive activities have on her son Sebastian, an individual with special needs</em></p>
</div>
<h1>Q: What are some of your concerns about Sebastian’s future?</h1>
<p>My greatest fear is what will happen to him when I am no longer around. I know his siblings will care for him, but more needs to be done to support adults and elders with special needs.</p>
<p>Working is definitely also a big challenge for adults with special needs because not many work environments can cope with them. This is not because employers are not compassionate, but because the demands of their work makes it difficult.</p>
<p>Those who are high-functioning can often find jobs in the service industry, but dealing with customers can be difficult for those like Sebastian who struggle with reading subtle social cues. They fare better in controlled environments like the sheltered workshop, but there is limited space.</p>
<p>There is also a need for more day activity centres for those who cannot work at all.</p>
<div id="attachment_11019" style="width: 410px" class="wp-caption alignright"><img aria-describedby="caption-attachment-11019" loading="lazy" class="size-large wp-image-11019" src="https://singteach.nie.edu.sg/wp-content/uploads/2017/03/Magdelene_for-web_final2-400x267.jpg" alt="" width="400" height="267" /><p id="caption-attachment-11019" class="wp-caption-text">Magdelene shares with us how we can build a more caring and inclusive society for individuals like her son Sebastian, a person with special needs.</p></div>
<h1>Q: Do you think people have become more accepting of those with special needs?</h1>
<p>I think we are generally more receptive. MOE is trying to educate those with special needs, and many workplaces are a lot more accommodating, sometimes changing their workflow for them. Government wage subsidies are also helpful in encouraging companies to hire workers with special needs.</p>
<p>It is only when people with special needs misbehave or have meltdowns that the public gets scared because they don’t know what to do. I don’t blame them. With more exposure, I believe people will become more accepting.</p>
<p>One natural way to nurture social cohesion is by starting young. I hope that we will have more schools where special needs classes run alongside mainstream classes, where those with special needs get to do sports and eat in the same canteen as the rest of the children. Being in the same environment is very helpful in getting the other children to understand their unique conditions.</p>
<p>Just think, if one grows up having dealt with people with special needs in school, wouldn’t it become natural to eventually employ them because you understand and can accommodate them?</p>
<h1>Q: Do you have any advice for those raising or working with people with special needs?</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>&#8220;Another thing you need is a sense of humour. Most of us parents have developed that, and we laugh, not at, but <em>with</em> our children.&#8221;</p>
<p><em>&#8211; <strong>Magdelene, </strong>on how she helps herself to cope during stressful moments</em></p>
</div>
<p>Parents, don’t be afraid to ask for help and love your child like any other child. It is important to expose them to the world and give them opportunities so that they are accepted and can find a community and life of their own. I’m still struggling to understand what Sebastian’s mission in life is, but I’m sure he has a reason for living. We must believe that just as we believe in the rest of our children. This gives us hope to carry on despite the difficulties.</p>
<p>Another thing you need is a sense of humour. Most of us parents have developed that, and we laugh, not at, but <em>with</em> our children. It helps with seeing their challenges in a less negative light. If I get stressed or embarrassed every time Sebastian acts up it will be very tough. They also get very frustrated when they are not accepted. Emotionally, physiologically, they are like anybody else. They just have a difficulty we need to understand.</p>
<p>As for those who work with them, try not to work with the mind-set that you are here to do things <em>for </em>them. Yes, they do need you to do many things for them, but don’t come with the thinking that you are here<em> just</em> to do things for them. Just be<em> with</em> them. Building that friendship and bond will help a lot more than doing things for them.</p>
<p>&nbsp;</p>
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		<title>Special Education in Singapore</title>
		<link>https://singteach.nie.edu.sg/2013/03/05/issue41-bigidea/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue41-bigidea</link>
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		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Tue, 05 Mar 2013 01:21:23 +0000</pubDate>
				<category><![CDATA[issue 41 mar / apr 2013]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[School climate]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<category><![CDATA[The Big Idea]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=5930</guid>

					<description><![CDATA[Special needs used to be something new and foreign to teachers. But Singapore schools and teachers have made [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Special needs used to be something new and foreign to teachers. But Singapore schools and teachers have made big strides in providing support for students with special needs in recent years.</strong></em></p>
<p><a href="https://www.nie.edu.sg/profile/poon-kin-loong-kenneth" target="_blank" rel="noopener">Dr Kenneth Poon</a> worked with children with disabilities for several years before he left for his doctoral studies in the US. When he returned in 2005, he was met with a field that looked quite different.</p>
<p><a href="https://www.nie.edu.sg/profile/poon-kin-loong-kenneth" target="_blank" rel="noopener"><img loading="lazy" class="alignright wp-image-5825" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/Kenneth1-400x297.jpg" width="324" height="240" /></a>A recent turning point in special education (SPED), Kenneth says, came in 2004. That was when Prime Minister Lee Hsien Loong outlined his vision of Singapore as an inclusive society.</p>
<p style="padding-left: 30px;">“Every society has some members with disabilities. How the society treats the disabled, takes care of them, and helps them integrate into the mainstream, reflects the kind of society it is. <strong>We want ours to be a society that cares for all its members</strong>; one that does not ignore the needs of those who are born or afflicted with disabilities.” (Lee, 2004)</p>
<p>PM Lee’s call heralded the accelerated transformation of special needs services. One significant development was the increased support for students with special needs in mainstream schools.</p>
<p>“There is recognition now that children with special needs do exist in mainstream school settings,” explains Kenneth. “They’ve always been there. What we’re trying to do now is to see how we can better support them.”</p>
<p>To that end, a percentage of teachers are now trained to support such students. All primary and some secondary schools also have an Allied Educator specially trained to look after the learning and behavioural needs of these students.</p>
<h1>A Closer Look at Special Needs</h1>
<p>In the past, the focus was on supporting students with physical or sensory impairments.</p>
<p>“Now, it’s to see how we can further support those who have impairments that we do not see,” says Kenneth. These include conditions such as dyslexia, attention deficit hyperactivity disorder (ADHD), or autism spectrum disorder (ASD).</p>
<div class="shortcode-block-quote-right" style="color:#999999">
<p style="text-align: left;" align="right">There is recognition now that children with special needs do exist in mainstream school settings.</p>
<p><em>&#8211; <strong>Kenneth Poon</strong>, Centre for Research in Pedagogy and Practice</em></p>
</div>
<p>“There are many children who in the past would be called ‘stupid’, ‘lazy’, or ‘unmotivated’. Now we understand why many of these children were previously unmotivated to learn. Sometimes, it’s because they cannot access the learning.”</p>
<p>Depending on how the disorders are defined, students with special needs may comprise 5–15% of a cohort. But they’re not as different from other students as you might think.</p>
<p>“It’s important to understand that special needs are part of the broader variation of human characteristics,” adds Kenneth. “Many students might show some of these characteristics and it’s OK! It’s human variability.”</p>
<p>But when your students experience difficulties that interfere with their learning, behaviour or social interactions in school, it warrants a closer look.</p>
<h1>Identifying Children with Special Needs</h1>
<p>Teachers are the best persons to identify which students are not doing well because of such conditions, and they’re usually very good at it, says Kenneth.</p>
<p>“Fresh teachers might take a while but experienced teachers, they don’t need more than 2 weeks to know very clearly who are the ones that stand out in the class!”</p>
<p>However, he appeals to teachers to exercise care in such assessments. Terms such as ADHD or ASD can serve as shorthand for students’ learning needs. But such labels can be hurtful to the children and their parents if used carelessly.</p>
<p>“What teachers very frequently mean when they use such terms is: ‘Well, this child could be very active. This child is not staying at his seat. This child has difficulties getting along with other students in the class.’”</p>
<p>Instead of using such labels, teachers could describe the child’s behaviour.</p>
<p>“It helps for teachers to be descriptive of how the child is having difficulty,” Kenneth advises, “because teachers provide a lot of valuable information which parents and other professionals cannot observe in school.”</p>
<h1>Providing Help in the Classroom</h1>
<p><img loading="lazy" class="alignleft wp-image-5826" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/Kenneth2-400x292.jpg" width="320" height="234" />Once a child has been identified as having special needs, how can teachers support them in the classroom?</p>
<p>There’s no need for drastic changes, says Kenneth. The first thing teachers can do is to be understanding. “It does require the patience of teachers who already have a very full plate.”</p>
<p>The second thing they can do is to find out more about their students’ condition. This will help them to customize their teaching and the curriculum, if necessary.</p>
<p>Thirdly, they can consider how the classroom is configured physically. They can also rally the class to be supportive of those who are different from them. In this way, a positive climate can be created in the classroom for all.</p>
<p>Last, but certainly not least, teachers can look to the child’s parents for help. They know their child best. “Very frequently, the parents have a lot of good ideas,” Kenneth notes.</p>
<p>Teachers will find that such measures usually benefit the whole class. “A lot of what supports the child with special needs will support most of the students in the classroom.”</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Horizontal and Vertical Support</div>
<div class="message-box-content">
For schools to effectively support students with special needs, it has to be a school-wide effort. Kenneth recommends that schools think of support as occurring at both horizontal and vertical levels.</p>
<p>“In secondary schools, you might have seven teachers who are teaching one child. How can these teachers come together and close ranks to support the student?”</p>
<p>Every teacher might have their own ideas, so collaboration and an understanding among them is needed. “That&#8217;s what I&#8217;d like to think of as the horizontal level of support,” says Kenneth.</p>
<p>As for vertical support, he explains that former teachers of a child should pass on their experience and knowledge to the current teacher, like a baton in a relay. In this way, there is a systematic way of monitoring the child’s progress across the levels.</p>
<p>These simple measures will ensure that such students get sustained support through their years in school, and their teachers need not keep reinventing the wheel.</p>
</div>
</div>
<h1>A Question of Quality Support</h1>
<p>Kenneth recalls the time when he first started training teachers, and “special needs was something very new to them”.</p>
<p>Things are very different now. “Many teachers, from primary schools especially, now come in with stories about how their schools are supporting students with special needs,” he observes.</p>
<p><div class="shortcode-block-quote-right" style="color:#999999">
A lot of what supports the child with special needs will support most of the students in the classroom.</p>
<p><em>&#8211; <strong>Kenneth</strong> on how inclusion helps everyone in the classroom</em></p>
</div>
<p>“It’s no longer us as teacher educators introducing something new to them,” he adds. “It’s reached this point where I’m able to facilitate their learning simply by helping schools to learn from what each other is doing.”</p>
<p>The next lap, says Kenneth, is to answer the question of how well we are supporting students with special needs.</p>
<p>“What are the best conditions in which we can support these students? So it’s the question of quality, the question of outcomes, the question of what are the factors that bring more positive outcomes among our children with disabilities.”</p>
<p>These are important questions as we try to create the best environment for students with special needs to learn and grow in. After all, the development of an inclusive society, as envisioned by PM Lee, should begin in school.</p>
<p><strong>Reference</strong><br />
Lee, H. L. (2004, September 18). Speech by Prime Minister Lee Hsien Loong at the opening of the Spastic Children’s Association of Singapore’s Cerebral Palsy Centre. Retrieved from National Archives of Singapore website: <a href="https://a2o.nas.sg/stars">https://a2o.nas.sg/stars</a></p>
<p><strong>Useful Resources</strong><br />
Poon, K. K. (2012). The education of children with special needs: History, trends and future directions. In J. Tan (Ed.), <em>Education in Singapore: Taking stock, looking forward</em> (pp. 101–111). Singapore: Pearson.</p>
<p>Poon, K. K., Musti-Rao, S., &amp; Wettasinghe, C. M. (2013). Special education in Singapore: History, trends, and future directions. <em>Intervention in School and Clinic, 47</em>, 1–18. doi: <a href="https://dx.doi.org/10.1177/1053451212472230" target="_blank" rel="noopener">10.1177/1053451212472230</a></p>
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		<title>Working for Students with Special Needs</title>
		<link>https://singteach.nie.edu.sg/2013/03/02/issue41-research03/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue41-research03</link>
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		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Sat, 02 Mar 2013 15:44:42 +0000</pubDate>
				<category><![CDATA[issue 41 mar / apr 2013]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Inclusive education]]></category>
		<category><![CDATA[Assistive technology]]></category>
		<category><![CDATA[Visual impairment]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<category><![CDATA[Allied Educator]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=5796</guid>

					<description><![CDATA[Special education is something close to Dr Wong Meng Ee’s heart. Being visually impaired, he understands the challenges [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Special education is something close to <a href="https://www.nie.edu.sg/profile/wong-meng-ee" target="_blank" rel="noopener noreferrer">Dr Wong Meng Ee</a>’s heart. Being visually impaired, he understands the challenges that students with special needs face and wants to improve their schooling experiences through his research.</strong></em></p>
<p>He holds a doctorate from a prestigious university. He enjoys taking part in sporting events, and has even represented Singapore in the Commonwealth Games.</p>
<p><img loading="lazy" width="400" height="242" class="aligncenter size-large wp-image-6091" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/MengEe11-400x242.jpg" /><br />
These are no mean feats for anyone, and Meng Ee achieved them despite being visually impaired.</p>
<p>But as a student, he struggled with his studies. This was because educational services for special needs students were limited in the past.</p>
<h1>First-hand Experiences</h1>
<p>Meng Ee not only understands what students with special needs go through. He knows first-hand what they really need.</p>
<p>“When I was in school, I was left to my own devices,” he recalls of his experience in a mainstream school. “The concept of inclusion was foreign to them. I was not well supported, and I did badly.”</p>
<p>The turning point came when he left for the UK, where he enrolled in a school for the blind. “I had a wonderful time! The teachers understood me and helped me gain the confidence to have some level of independence.”</p>
<p>With the increased support and new-found confidence, Meng Ee continued to flourish and went on to graduate from the University of Cambridge with a PhD in Sociology.</p>
<h1>Research on Special Education</h1>
<p>Meng Ee now focuses much of his research on special education (SPED). He wants to give special needs students the opportunity to succeed in school and in life.</p>
<p>“It was challenging for me,” he said of his own schooling experiences, “and so I hope my research can help make our education beneficial to those who are also struggling.”</p>
<p>One of his research projects looks at the evolving identities of Allied Educators (AEDs) and their role in supporting students with special needs.</p>
<p>Together with Sirene Lim, Libby Cohen and Denise Tan, Meng Ee interviewed a batch of AEDs who were fresh out of training and found them to be enthusiastic about the purpose of their work. A year later, they caught up with them again to see how they were doing in schools.</p>
<h1>A Shared Responsibility</h1>
<p>In a classroom context, it‘s difficult for the teacher to identify and meet the needs of every student, especially those with special needs. Meng Ee found that that’s usually where the AEDs come in.</p>
<p><div class="shortcode-block-quote-right" style="color:#999999">
AEDs may not do the teaching of the curriculum, but with their training in SPED, they can assist the teacher in specific areas.</p>
<p><em>&#8211; <strong>Wong Meng Ee</strong>, Early Childhood and Special Needs Education Academic Group</em></p>
</div>
<p>Like the saying goes, two heads are better than one. Just as teachers are content experts in their subjects, AEDs are the experts when it comes to special needs. They may be able to bring a differentiated approach to the teaching, for example, or even teach parts of the lesson.</p>
<p>“AEDs may not do the teaching of the curriculum, but with their training in SPED, they can assist the teacher in specific areas,” explains Meng Ee.</p>
<p>But being the only “expert” in special needs in a school sometimes translates into greater expectations and responsibilities for the AED. They may even be seen as “miracle workers”.</p>
<p>But Meng Ee stresses that supporting students with special needs is a shared responsibility. Schools can do more to enhance the collaboration between teachers and AEDs.</p>
<p>“The continuous working relationships between the AEDs and teachers can make that difference for the students,” he notes. “It will take a lot of planning and work, but it will benefit students at the end.”</p>
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<div class="message-box-title">Assistive Technology in the Classroom</div>
<div class="message-box-content">
When you need to produce a letter or a document, you’d probably get to a computer and start typing away on your keyboard. That’s something most of us take for granted.</p>
<p>Meng Ee does the same too, but with an interesting addition – as he types, an artificial voice reads out what he has just typed.</p>
<p>Because he has a visual impairment, Meng Ee relies on “assistive technology” to assist him. Such technology acts as his eyes to enable him to carry on with his teaching and research.</p>
<p>“It is a form of ICT pedagogy,” he explains. And they can be incorporated within the existing school systems to enhance teaching and learning.</p>
<p>Along with Libby Cohen and Denise Tan, Meng Ee is looking into  how teachers can use assistive technology to support their students. Research thus far has shown several benefits.</p>
<p>For the students, it allows them to access information just like their peers, so that they will not be so isolated from the curriculum content. For the teachers, it provides a means to create new and differentiated learning experiences.</p>
<p>Meng Ee hopes to help teachers develop the skills to use assistive technology in their classrooms. As he puts it, “It is for the greater good for the students.”</p>
</div>
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		<title>No Child Left Unattended</title>
		<link>https://singteach.nie.edu.sg/2013/03/02/issue41-classroom01/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue41-classroom01</link>
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		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Sat, 02 Mar 2013 03:42:24 +0000</pubDate>
				<category><![CDATA[issue 41 mar / apr 2013]]></category>
		<category><![CDATA[Allied Educator]]></category>
		<category><![CDATA[Inclusive education]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Secondary school]]></category>
		<category><![CDATA[Parental involvement]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=5888</guid>

					<description><![CDATA[Going to school each day is exciting for Miss Lourdes Maria. As an Allied Educator (AED) for Learning [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Going to school each day is exciting for Miss Lourdes Maria. As an Allied Educator (AED) for Learning and Behavioural Support, her role is to attend to the needs of her students with special needs, and this is something she thoroughly enjoys.</strong></em></p>
<p>Miss Maria believes it is important to help students with special needs to thrive within the school setting. This includes students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), visual impairments and, in rare cases, muscular dystrophy.</p>
<p>The teachers at <a href="https://www.jurongvillesec.moe.edu.sg/" target="_blank" rel="noopener">Jurongville Secondary School</a> also share the same passion. Backed by a committee of teachers trained in special needs, Jurongville is one of the 64 secondary schools resourced for special needs (MOE, 2013).</p>
<h1>Understanding the Students</h1>
<div id="attachment_5822" style="width: 243px" class="wp-caption alignright"><img aria-describedby="caption-attachment-5822" loading="lazy" class=" wp-image-5822 " alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/Jurongville4-233x400.jpg" width="233" height="400" /><p id="caption-attachment-5822" class="wp-caption-text">(From left) Mrs Philip, Miss Han Hui Chin and Miss Lourdes Maria believe that creating an accommodating environment is important</p></div>
<p>Dealing with special needs students requires a tremendous amount of patience and commitment. “I work with the students one-to-one very closely,” shares Miss Maria, who has been at Jurongville for 5 years.</p>
<p>For each student with special needs, she would gather as much background information as she can from various sources. She then formulates an intervention plan before sharing with the teachers how they can provide these students with continual support.</p>
<p>Veteran teacher Mrs Philip feels that to be able to provide the student with such care, one has to understand the child very well. For that to happen, the teacher has to be passionate about their job and what they do.</p>
<p>“We have to look at the teachers’ willingness to take on the job, and then we give them the support,” says Mrs Philip, who has been teaching for 25 years. To help teachers who are not trained in special needs, the school conducts training sessions for them.</p>
<p>During Autism Awareness month, the school also conduct awareness programmes for both teachers and students. Increasing awareness allows them to be more understanding towards those with special needs.</p>
<h1>Creating an Accommodating Environment</h1>
<p>Other than increasing awareness, ensuring that these students settle right in at school is also a priority in Jurongville. As the school is seeing a rising number of students with special needs each year, the committee strives to accommodate the needs of these students.</p>
<p>A student with difficulty reading small print will receive exam papers with larger print in A3 size, rather than the usual A4. A student who has ADHD will be placed in a separate exam room to reduce possible sources of distraction. Many of the special needs students will sit closer to the teacher and have a “buddy” to help in the learning in class.</p>
<p>At times, students with ASD or ADHD may have a “meltdown”, where they experience high anxiety and react by being difficult. They will be referred to Miss Maria.</p>
<p>She gets them to process the problem, express themselves, and then help them to calm down. She also teaches them various strategies, which may differ from student to student, as each student is unique and may require different ways to calm themselves down.</p>
<h1>Teaching Social Skills</h1>
<p>Miss Maria sometimes has one-to-one sessions with the students in the special needs room, which she feels is like a sanctuary for them. There, she conducts lessons on social skills.</p>
<p>“We teach them skills like social communication, social interaction and classroom work habits,” Miss Maria shares. These sessions are usually very detailed and structured, and require a lot of co-operation from the students.</p>
<p><div class="shortcode-block-quote-right" style="color:#999999">
We teach them skills like social communication, social interaction and classroom work habits.</p>
<p><em>&#8211; <strong>Miss Lourdes Maria</strong>, Jurongville Secondary School</em></p>
</div>
<p>Students are taught to submit their homework on time, pay attention during lessons and be less fidgety, so that they learn to manage daily routines without any problems. They are also taught to manage themselves so that they can learn together with the class.</p>
<p>Most of the students with special needs have difficulties interacting with others in a social setting. Miss Maria teaches them skills such as asking for help and talking to others, like the teachers and peers, in an appropriate manner.</p>
<p>She also coaches them on how to make friends and interact with them. This will often be the last goal to be achieved as the students must first want to make friends.</p>
<p>“To force it upon them is not fair,” says Miss Maria. “I will only teach when the child is ready.”</p>
<h1>Equal Opportunities for All</h1>
<p>To ensure the well-being of the students, teachers work very closely with Miss Maria. She will inform the teachers of the students’ special needs, and likewise, teachers will also keep her updated about the student.</p>
<p>Teachers of special needs students need to be alert at all times. They must be able to identify the student’s behavioural patterns during lessons. They need to be aware of tell-tale signs that the student is on the verge of a meltdown. In such situations, help is available and intervention is immediate.</p>
<p>At times, the students might use their special needs as an excuse to get their way. And though a certain leeway is given to such students due to their needs, the school makes it clear that they should be treated in the same manner as any other student as far as it is possible.</p>
<p>Math teacher Miss Han Hui Chin notes: “We must make it clear to them that despite their special needs, though the teachers will be more understanding, they should not expect special treatment and will be treated the same way as the rest of the students.”</p>
<p>This is because the school firmly believes one of its key roles is to prepare these students not just for life in school but also beyond, where they have to fend for themselves. They may not always have the luxury of being supported or being treated differently by others.</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">A Story of Success</div>
<div class="message-box-content">
<p><img loading="lazy" class=" wp-image-5824 alignleft" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/Jurongville6.jpg" width="172" height="188" />&#8220;There was this student who didn’t want to hand in his homework,” recalls Miss Maria.</p>
<p>After getting more information, she realized that this boy wasn’t studying or revising his work at home. To him, studying only takes place in school. At home, he was in a different world.</p>
<p>Things got so out of hand that the boy even threatened to injure himself during an exam because he was not able to answer the questions.</p>
<p>To help manage his anxiety and fears, Miss Maria worked very closely with him almost every day. Together, they created a timetable which included his play and work time. She also emailed a copy to his mother so that she could help keep tabs on his daily activities.</p>
<p>“This is not only between me and you. Your mum knows also,” she told him. Parental involvement, support and understanding play a huge role in determining the child’s outcome.</p>
<p>Even social skills that we often take for granted are a complex issue for him &#8211; he had difficulties making friends in school.</p>
<p>With strong support from the school, the boy eventually emerged a different person during his final year in Jurongville. He gradually became more extroverted and made friends with his classmates, who were pleasantly surprised by the change.</p>
<p>The boy who once caused panic during a difficult exam did very well in his O-levels. “When his mum saw the results, she cried. She really didn’t believe he would do that well, but he did!”</p>
<p>Miss Maria feels that it was the whole-school approach that helped the boy to see light at the end of the tunnel. And it is this kind of success story that keeps the teachers, especially Miss Maria, going.</p>
<p>“It really encourages us, and we just want to do more.”</p>
</div>
</div>
<h1>A Whole Community of Support</h1>
<p>All the skills taught to them will enable these special needs students to be more independent and get them ready for post-secondary life outside of the school gates. At the end of their schooling years, they must learn to integrate into mainstream society.</p>
<p><img loading="lazy" class="alignright wp-image-5819" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/03/Jurongville1-400x265.jpg" width="320" height="212" />To this end, the special needs students are given the same opportunities as their peers. The school treats them as any other student, albeit with customized support due to their needs. They go for all camps, learning journeys and other activities.</p>
<p>“We want the special needs students to have a sense of belonging to the school and for their peers to accept them,” says Miss Maria.</p>
<p>Another important factor is having good contact with the student’s previous school because that is one of the sources through which the AED can discover more information about the child’s history. This allows for appropriate follow-up by the AED.</p>
<p>Parental involvement is also key to their growth. Teachers’ efforts to help the students thrive in school may go to waste if parents are not well informed. They have to provide their children with continual support, especially during after-school hours.</p>
<p>“Their parents are very important because we need their support both here and at home,” Miss Han notes. “It is a whole group of us supporting that one child,” Miss Maria adds.</p>
<p>Every one in contact with the child plays a huge part in contributing to the child’s growth and learning. As Mrs Philip says, “We are all a community; we all sing the same song.”</p>
<p><strong>Reference</strong><br />
Ministry of Education. (2013). <i>Support for children with special needs</i>. Retrieved from MOE website:<a href="https://www.moe.gov.sg/education/programmes/support-for-children-special-needs" target="_blank" rel="noopener"> https://www.moe.gov.sg/education/programmes/support-for-children-special-needs</a></p>
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		<title>A Child a Day</title>
		<link>https://singteach.nie.edu.sg/2008/05/01/issue12-inspire/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue12-inspire</link>
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		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Thu, 01 May 2008 01:26:43 +0000</pubDate>
				<category><![CDATA[Issue 12 May 2008]]></category>
		<category><![CDATA[Inspire]]></category>
		<category><![CDATA[Parental involvement]]></category>
		<category><![CDATA[Special needs education]]></category>
		<category><![CDATA[Social emotional learning]]></category>
		<category><![CDATA[Educational psychology]]></category>
		<category><![CDATA[Learning difficulties]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=1246</guid>

					<description><![CDATA[SingTeach talks to Educational psychologist Geraldine Nguang and Learning Support Specialist Magdalen Loh about what it&#8217;s like to help [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong>SingTeach</strong><strong> </strong><em><strong>talks to Educational psychologist Geraldine Nguang and Learning Support Specialist Magdalen Loh about what it&#8217;s like to help children struggling with learning issues.</strong></em></p>
<p align="left">Ten-year-old Ming (not his real name) has difficulty paying attention in class and likes to disturb his classmates and teachers. Seven-year-old Ben gets angry with himself when he cannot read or spell a word.</p>
<p align="left">All students face different challenges in the classroom. However, kids like Ming and Ben need more than just a remedial class to help them with their work. Geraldine Nguang and Magdalen Loh are two former teachers whose jobs revolve around providing this extra support.</p>
<p align="left"><img loading="lazy" class="alignright size-full" title="Image" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/inspire12_pic21.jpg" alt="Image" width="185" height="162" align="left" border="0" hspace="6" />Geraldine <em>(left)</em>, an educational psychologist, assesses each child&#8217;s situation and tries to find a suitable intervention.</p>
<p>Meanwhile, Magdalen runs the Specialised Learning Support Programme and a reading programme, which caters to primary school students with learning needs.</p>
<p>Both work for the <a href="https://www.shine.org.sg/" target="_blank" rel="noopener">Students Care Service (SCS)</a> where they help children with learning difficulties.</p>
<p align="left">With more children being referred to the SCS every year, Geraldine and Magdalen have seen a wide range of learning difficulties, such as dyslexia and autism.</p>
<p align="left">But if there&#8217;s one thing that experience has taught them, it&#8217;s that things are never as simple as putting a name to a condition.</p>
<h1 align="left">Kids in Need</h1>
<p align="left"><strong></strong>Many of the children helped by the SCS also come from difficult home environments. Usually referred to the centre by hospitals and schools, a majority are from lower income families and have difficulties with the English language.</p>
<p align="left">As a result, learning issues are often compounded by other behavioural and emotional problems. Magdalen believes that one way to deal with this is to first manage the emotional aspect, and not just address the learning disability or bad behaviour.</p>
<p align="left">With every new student she meets, she makes sure that she observes them in class in order to understand where the real problem lies. This includes taking time to speak with the child and, more importantly, listen to their problems.</p>
<p align="left">Ben, for example, could not read when he first came to SCS. When asked to spell the word &#8220;PLAY&#8221;, he gave up after the first two letters. With his fists clenched and his body tense, he would scold Magdalen when she encouraged him to &#8220;just try&#8221;.</p>
<p align="left">As she took time to talk to him, Magdalen realised that Ben was afraid to try because every time he got something wrong, his parents would beat him. With her help, Ben has learnt that it is ok to get the answer wrong, but it is not ok to get so upset with himself and with others.</p>
<p align="left">&#8220;Sometimes it has gone on for quite a while, and they do not know how to speak up,&#8221; explains Magdalen. &#8220;You have to initiate it.&#8221;</p>
<h1 align="left">Parents in Distress</h1>
<p align="left"><strong></strong><img loading="lazy" class="alignright size-full" title="Image" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/inspire12.jpg" alt="Image" width="138" height="150" align="left" border="0" hspace="6" />Besides working with the children, Geraldine and Magdalen also try to help the parents in supporting their child. At times, this can be a challenging task.</p>
<p>Ming, for example, has been with SCS for 6 years now. When he was first brought to the centre, Geraldine worked with Ming and his mother to create simple tasks for him to complete. As she explained to Ming&#8217;s mother, &#8220;We have to start from where he actually can succeed first and then go on.&#8221;</p>
<p align="left">Ming&#8217;s case has been difficult to diagnose because his behaviours keep changing and his mother is not keen on a formal diagnosis. &#8220;My goal is to help the parents cope because the problems will change, especially when they become adolescents…to help the parent understand the child,&#8221; says Geraldine.</p>
<p align="left">&#8220;You just have to take time,&#8221; adds Magdalen, who makes an effort to speak with the parents of the children she works with. &#8220;You can&#8217;t change them. But by helping the parents to understand their kids, I think it&#8217;s a much greater success than what we can do for the child.&#8221;</p>
<h1 align="left">A Holistic Approach</h1>
<p align="left"><strong></strong>Geraldine and Magdalen strongly believe that a holistic approach is best, where the parents and school teachers are involved in helping the child.</p>
<p align="left">In Ming&#8217;s case, for example, Geraldine keeps in touch with both the mother and his school teachers. &#8220;Where possible, everyone is in the loop,&#8221; she says. &#8220;This way, the child gets support in a few ways.&#8221;</p>
<p align="left">Even then, Geraldine and Magdalen recognise that what they do cannot resolve the problem completely. The journey to recovery is often a long-drawn one, with many hurdles along the way, but the little rewards keep them going.</p>
<p align="left">&#8220;Any little improvement is really very fulfilling,&#8221; says Magdalen. &#8220;Success doesn&#8217;t need to be big. I feel a sense of satisfaction also when they come back years later and they still remember this place.&#8221;</p>
<p align="left">For Geraldine, it is when parents express gratitude &#8220;in their own way&#8221;. &#8220;I always tell the parent, you are actually the important person,&#8221; she says, &#8220;we are just here to help and also journey together.&#8221;</p>
<div class="message-box-wrapper white">
<div class="message-box-title"></div>
<div class="message-box-content"><a href="https://www.shine.org.sg/" target="_blank" rel="noopener">Students Care Service</a> is a voluntary social work organisation that provides help to students and their families. Their services include family case work, counselling, group work, training for parents and teachers, as well as educational assistance.</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Tips for Teachers</div>
<div class="message-box-content">
<p align="left">It just takes that extra bit of concern to show a child that you care,<br />
and many of the problems in the classrooms become a little more manageable. Geraldine and Magdalen offer the following tips for helping children with learning issues in the classroom.</p>
<p align="left">1. Take time to ask<br />
&#8220;Kids are never naughty,&#8221; says Magdalen. &#8220;They are naughty for a reason.&#8221; So take the time to find out. Magdalen recommends talking to a kid a day. &#8220;You don’t need to solve their problem. Just let them understand that teacher knows.&#8221;</p>
<p align="left">2. Build rapport<br />
&#8220;The idea is to teach them, not teach the subject,&#8221; says Geraldine. Once you have established a relationship and gained their understanding, meeting their academic needs becomes lots easier.</p>
<p align="left">3. Include the children<br />
&#8220;Get your little ones to help,&#8221; advises Magdalen. Where possible, teachers can apply the strategies used for the special needs child for the whole class, so that the child doesn&#8217;t feel left out.</p>
<p align="left">4. Get connected<br />
&#8220;Target the ringleader,&#8221; says Geraldine. Especially at the secondary school level, observe the class to see who the &#8220;triggers&#8221; are, dominant persons who change the class dynamics. &#8220;Spend some time to connect with those few people, to make friends with that person first.&#8221;</p>
<p align="left">5. Look after yourself<br />
&#8220;First, we have to look after ourselves,&#8221; cautions Geraldine. A stressed-out teacher will not be able to offer much help.</div>
</div>
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