Speeches
Speech by Mr S Iswaran, Senior Minister of State, Ministry of Trade and Industry and Ministry of Education at the IASSID 2nd Asia Pacific Regional Congress Gala Banquet on 26th June 2009, at 7.30pm at Furuma Riverfront Hotel
Professor Glynis Murphy, President of the International Association for the Scientific Study of Intellectual Disability
Members of the Organising Committee,
Distinguished Guests,
Ladies and Gentlemen,
I am pleased to be here this evening, at this Gala Banquet of the International Association for the Scientific Study of Intellectual Disabilities (IASSID) 2nd Asia Pacific Regional Congress.
Since its inception more than 40 years ago, IASSID has actively sought to promote worldwide research and exchange of information on intellectual disabilities. I commend the Association on your good work over the decades, which has undoubtedly made a profound difference to the lives of many around the world with learning disabilities, and their families.
The theme of the congress—“Creating possibilities for an Inclusive Society” - is an apt reminder that we must always seek to facilitate the integration of all members of society. According to statistics from the United Nations Economic and Social Commission for Asia and Pacific, there are at least 400 million individuals with disabilities living in the Asia Pacific Region. It is an important subject of policy that merits the attention of all countries in the region. I am, therefore, heartened to know that 400 delegates from more than 25 countries are represented here at this congress. Your presence here re-affirms and reinforces our collective commitment to the matter.
I hope that the knowledge and outcomes, especially from the Asia Pacific Research Practice round table, will benefit organisations and countries that need more services and programmes. I understand that IASSID will put in place a mentor scheme to support this, so that those who need help will receive it.
I am also encouraged that Volunteer Welfare Organisations in Singapore, along with the National Institute of Education, Social Service Training Institute, Australian Association of Developmental Disability Medicine, and The International Society for Augmentative and Alternative Communication, have worked together on this congress.
It is essential that our professionals, academics and volunteers keep their skills and knowledge updated in this challenging and complex field. This congress certainly provides an opportunity to do so given the range of subjects covered in the programme—from Early Intervention to Transitions and Post-school outcomes, Education Technology to the Arts and Education. I commend all involved in creating this compelling platform for learning and sharing. I also congratulate and commend the Australian Association of Developmental Disability Medicine for convening their Annual meeting in conjunction with this congress, thereby providing a holistic approach to the discussion on creating a better quality of life for persons with intellectual disabilities.
At the government level, the Ministry of Education (MOE) adopts a multi- pronged approach in supporting students with intellectual disabilities. We have 20 Special Education (SPED) schools that run different programmes catering to the distinct disabilities of the children. The programmes are aimed at developing the potential of pupils and helping them to be independent, self supporting and contributing members of society. We also facilitate the integration of students with learning disabilities by encouraging the co-location of Special Education (SPED) schools and mainstream schools where possible. The aim is to create more opportunities for interaction between students from mainstream and SPED schools. For example, students from Fernvale Gardens School (for intellectual disabilities and autism) participate in Physical Education classes and other activities such as children’s day celebrations, with students in Fernvale Primary School.
Our schools are also resourced to support children with mild special needs. Firstly, all new teachers undergo a compulsory Special Needs module at NIE to develop a basic understanding of students with special needs. Secondly, some teachers in all schools undergo the Teachers trained in Special Needs (TSN) programme to be equipped with more advanced skills in special needs. This training will reach out to about 10% of the teachers in primary schools and 20% of the teachers in secondary schools. Thirdly, to further enhance schools’ capacity, all primary schools will be resourced with Allied Educators (Learning and Behavioural Support), who work closely with teachers to provide learning support to students with special needs. Some secondary schools also already have Allied Educators (Learning and Behavioural Support).
I would like to conclude by paying tribute to all the educators, researchers, practitioners, service providers, donors and volunteers—who with great passion and selfless dedication, have given their time, energy and resources towards creating a better quality of life for those with intellectual disabilities and special needs. Thank you. All of you have truly made a difference. I wish you all an enjoyable evening.