Forum Letter Replies
Meeting wants of special-needs students
We refer to Mdm Lee Lay Hong’s letter ‘No leeway for visually impaired student’ (ST Forum, 28 Oct 08) on special provisions for her child during examinations.
Pupils with physical or learning disabilities which may adversely affect their performance in the national examinations may request special consideration / arrangements during the school and national examinations or exemption from certain components.
Our schools consider parents‘ requests for special considerations during school and national examinations sympathetically and on a case-by-case basis, and would be guided by the medical reports tendered in support of the requests. Schools would also align their practice with what the Singapore Examinations and Assessment Board (SEAB) would have granted for the national examinations.
In Mdm Lee’s case, the school concerned has provided the necessary support for her daughter on a daily basis as well as granted special provisions during her school examinations. As there might have been some miscommunication on the issue, the school has since clarified the matter with Mdm Lee. This has enhanced mutual understanding and expectations on the issue. The school will continue to engage the parents in support of the pupil’s development and growth.
Director, Schools
Ministry of Education
No leeway for visually impaired student (Lee Lay Hong, ST Forum, 28/10, pA18)
I HAVE a child with visual impairment in a mainstream school. She is coping well, and performs on par with her sighted peers. As a result of her hard work and determination, the school now deems it unnecessary to grant her extra time in examinations. This is despite a letter from our ophthalmologist stating her visual condition, and that she requires 50 per cent extra time for written assessments.
As a parent, I was not consulted nor even informed of the school’s decision, although I have been an active advocate for my child since she joined a mainstream school. I made several attempts to speak to the principal and heads of department concerned, but I was not granted an audience.
When asked, the school could not explain how it decided my child no longer needed extra time, though literature in special education for the visually impaired states that children with low vision find reading extremely tiring, and invariably need extra time (Corn, 1996). Expert research also states that extra time is required for all children with visual impairment, low vision included, in exams and assessments (Gale and Steer, 2007).
As a result of this whimsical decision, my child was unnecessarily stressed, fearing she would not be able to complete her work on time, and would therefore perform poorly. Why is my child discriminated against for her disability, and why is she penalised for coping well? And why is the school unwilling to meet me to discuss my child’s needs?