SPEECH BY GUEST OF HONOUR, MR GAN KIM YONG, MINISTER OF STATE FOR EDUCATION, AT THE INTERNATIONAL CONFERENCE ON INCLUSIVE EDUCATION”: “THE SCHOOL AS A CARING COMMUNITY” ON THURS 10 NOV 2005 AT THE AMARA HOTEL

It gives me great pleasure to be here at this Conference on Inclusive Education. I believe this is probably the first of its kind to be organised in Singapore and I applaud the organiser for the initiative.

2. I would also like to take this opportunity to commend the Students Care Service for the good work it has rendered since its inception in 1976. Your efforts through individual counselling, group work, specialised learning support and family casework, have contributed towards helping students in their growth and development.

3. Singapore’s economic development has been spectacular over the last 40 years. We have transformed this small island from a third world economy to a first world economy. We have raised the standard of living for Singaporeans. However, the Government is very mindful that as we make progress, we must ensure that no Singaporean is left behind. The Prime Minister at his National Day Rally address last year stated clearly the intention of the Government to build an inclusive society. The ComCare Fund announced by the Prime Minster in January this year, reflects this commitment. The objective of the ComCare Fund is to provide community care and support to the children, the elderly poor and the disabled persons who are in need of additional help. We hope that with ComCare, we will be able to help needy Singaporeans become self reliant. For example, we will help children from needy families to continue with their education so that they can eventually break out of the poverty cycle.

4. The primary mission of our education system is to help every child maximise his potential, let him become the best that he can be, given his talents, aptitudes and learning styles. For this reason, we constantly refine our education landscape in order to provide greater diversity and flexibility to meet the different educational needs of our children. In the last few years, we have created more pathways for our children to pursue their education according to their interests and abilities. These pathways include the Integrated Programme where students are exempted from national exams in order to have greater space for enhanced learning experience. We have introduced Specialised Independent Schools like the sports school and the NUS High School for students with special talents. We have also provided more subject offerings in the mainstream schools to give our students more choices. More resources have been given to schools so that they can provide counselling and learning support to students.

5. Children with physical, hearing and visual impairment, but can benefit from an education in the mainstream schools have been accepted into our mainstream schools and given additional support. Children with mild to moderate learning disabilities may also benefit from being educated in regular, mainstream schools. We have therefore decided to provide support for children with mild to moderate dyslexia and autism, who are suitable for the mainstream curriculum. As announced by the Prime Minister in September, MOE will be deploying Special Needs Officers to selected mainstream schools to support children with mild dyslexia and autism. These trained officers will provide the much needed learning support for children with autism or dyslexia..

6. In addition to Special Needs Officers, we will also invest in training mainstream teachers to help the special needs children in general. MOE aims to train 10% of teaching staff in all schools over the next five years so that they are better at recognizing students with special needs and helping them.

7. At this juncture, I would like to share with you the story of Kim, a boy with Autistic Spectrum Disorder (ASD). Kim came from a family of three boys. Both Kim and his youngest brother were diagnosed with ASD. In 2002, Kim began his Primary 1 education in a mainstream school. The initial phase was tough not only for Kim but also for his parents, teachers and classmates. Kim’s adjustment to the new environment took time and required much effort. In order to ensure that Kim has a positive learning experience, there were numerous meetings, phone calls and e-mail exchanges, to discuss strategies, provide feedback and monitor outcomes.

8. Kim’s classmates were also enlisted to form a Circle of Friends. They were enthusiastic and supportive, serving as peer models and providing Kim with guidance and support in times of need. Such an arrangement allowed both Kim and his friends to learn more about each other. With support given by his parents and the school, Kim adapted successfully to the new environment. After about half a year, his ability to cope in the mainstream classroom was discernibly improved. He was more willing to participate in class activities, and was able to benefit from teachers’ lessons. Most importantly, he was happier and more relaxed.

9. I believe three factors contributed to Kim’s meaningful learning experience in the mainstream school. Firstly, there was professional support from the school. The teachers were able to promote a caring and supportive classroom atmosphere. Secondly, there was effective parental involvement. Kim’s parents played an active role in preparing him for the activities in school. They worked hand in hand with his Form Teacher and there was frequent communication between them. Thirdly, there was an accepting, positive school ethos. This caring school environment put Kim at ease and enabled him to succeed.

10. This story of Kim is but one of the many success stories in our schools, and in our society. Singapore is committed to help all our students including those with special needs. In order to ensure that each student is given the appropriate education, we need to continually develop a better understanding of their needs. We have to educate ourselves on how best to support them so that they have a sense of belonging and a meaningful learning experience in schools. Most importantly, we need to provide them with the help and support they need.

SPECIALISED HELP FOR CHILDREN IN SPED SCHOOLS SO THAT THEY LEARN THE FOUNDATIONS OF INDEPENDENT LIVING

11. Children with more severe disabilities may benefit from specialised help through alternatve systems like Special Education (SPED) schools where they can be provided with a more customised learning environment, more suitable teaching programmes and specialised support facilities. In the SPED schools, pupils receive the best care and support to learn the foundations of independent living and to help them integrate into the society. This foundation is needed for their further development and growth, and for them to lead a more fulfilling life in future. Hence, with effect from Financial Year 2005, we have increased our capital funding for the development of purpose-built Special Education schools and our recurrent funding to these schools is 2.5 times the per capita cost for ordinary primary schools.

12. Success in helping students with special needs requires both the ‘HARDware’ and the ‘HEARTware’. While the government can provide the funds and infrastructure, promoting a meaningful learning experience for students with special needs is a journey that requires the efforts of many partners. A joint effort on the part of their families, schools, civic-minded institutions and the public community at large is needed to ensure success. Therefore, we adopted the “Many Helping Hands” approach to help the children with special needs.

13. In conclusion, we have come a long way in improving our support for children with special needs. More needs to be done and more can be done. We want to allow each of our children to be the best they can be.

14. This conference is therefore a timely one. It will serve as a useful platform for sharing of insights and experiences in helping children with special needs. I wish all of you a fruitful and enriching time.