Stages When Students in Mainstream Schools are Assessed for Special Educational Needs and Support to Help These Students Prepare for School

Name and Constituency of Member of Parliament

Dr Charlene Chen, Tampines GRC

Questions

To ask the Minister for Education how secondary schools use information received on students with special educational needs from primary schools to (i) plan early interventions (ii) allocate resources (iii) determine appropriate class placement and (iv) determine whether preparations are made before students enter Secondary One to ensure continuity of support where formal declaration is optional.

To ask the Minister for Education (a) how primary schools prepare for Primary 1 students with special educational needs entering mainstream schools, including (i) how such needs are identified or declared prior to admission and (ii) how schools plan and deploy support resources; and (b) whether current processes sufficiently enable early and effective support for these students.

To ask the Minister for Education (a) what the typical timelines and stages at which students in mainstream schools are assessed or diagnosed for special educational needs; (b) whether these vary by condition; and (c) how the Ministry ensures early identification and intervention so that students do not fall through gaps or receive support only at later primary levels.

Response

1. Mr Speaker, my response will cover matters raised regarding support for students with special educational needs (SEN), across three questions by Dr Charlene Chen.
2. MOE supports students in mainstream schools based on their learning needs, even when they do not have a formal SEN diagnosis. Before starting school, with parental consent, transition information about children with developmental needs or SEN are shared with receiving primary schools via hospitals and Early Intervention Programme for Infants and Children (EIPIC) centres. Such information can also be voluntarily disclosed by parents through school data collection forms. This allows receiving schools to factor in the child's needs when planning school resources such as class placement and transition support. All teachers are trained with foundational understanding of SEN and provide support for students based on their observed needs.
3. Upon starting primary school, teachers conduct systematic screenings for language, literacy and numeracy at Primary 1 (P1) to identify students who require additional support for foundational skills. We also deploy specialised officers, known as SEN officers, who work with P1 teachers to observe and identify children with social-behavioural difficulties and adjustment issues. These students would then receive support through learning support programmes for literacy and numeracy, or TRANsition Support for InTegration (TRANSIT) in smaller class sizes, based on their identified needs. Teachers continue to monitor students’ responses to these early interventions, and screenings are conducted for students who show persistent difficulties, including screening for specific learning difficulties, and observations for symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
4. For those who continue to demonstrate learning or behavioural difficulties despite intervention, school personnel can refer students, with parental consent, to MOE Educational Psychologists (EPs). 
   MOE EPs’ diagnostic assessment services are prioritised at primary schools to enable early identification and intervention.
   Assessments are completed within an average of two months, though complex cases may take additional time.  Students continue to be supported, including time-bound in-class or pull-out support by SEN officers, while the assessments are ongoing. If needed, MOE EPs may also seek input from medical professionals at the Response, Early Intervention and Assessment in Community Mental Health (REACH).
5. As students with SEN progress to secondary schools, primary schools share transition information with receiving secondary schools. Secondary schools use this information to plan targeted interventions, allocate resources such as assistive technology and coordinate appropriate class allocations. Effective strategies are also shared by teachers to students and parents to facilitate smooth transitions. MOE EPs also work closely with SEN officers at the secondary level to ensure continued support for the child.