Factors Determining Requirement of Shadow Teacher or In-class Support Aide for Students and Financial Assistance for Lower-income Families

Name and Constituency of Member of Parliament

Dr Charlene Chen, Tampines GRC

Question

To ask the Minister for Education (a) how schools determine when a student requires a shadow teacher or in-class support aide; (b) what is the role and scope of such support; and (c) how schools support students from lower-income families where engaging a privately funded shadow teacher may not be feasible.

Response

1. In mainstream schools, students receive developmentally appropriate support based on their needs, regardless of whether they have a formal diagnosis. This includes targeted programmes and interventions such as TRANsition Support for InTegration (TRANSIT) offered in primary schools.
2. In exceptional cases where a student shows significant difficulties in adapting to their learning environment even with school support, parents may choose to engage a transition aide in consultation with the school to provide in-class assistance as interim support, which MOE refers to as Transition Aide Support.
3. Transition Aide Support is a planned, time-bound process with defined targets and roles that helps students develop skills and work habits, adjust to new routines in mainstream learning environments, and build independence during specific transition periods. The aide must work closely with teachers to enable the student to participate in the main classroom activities. We do not support the engagement of transition aides for extended periods of time, as students who need such prolonged support will be more appropriately placed and supported in Special Education (SPED) schools.
4. For families who are unable to engage a transition aide, their children will receive school-based support and other additional measures as necessary, including in-class or pull-out support by SEN Officers.