Effectiveness of Protected Non-teaching Time for TSNs on Student Interventions and Support in Mainstream Schools

Name and Constituency of Member of Parliament

Dr Charlene Chen, Tampines GRC

Question

To ask the Minister for Education following the 2024 refresh of the Teacher Work Management Framework (a) what proportion of mainstream schools have implemented protected non-teaching time for Teachers Trained in Special Needs (TSNs) to conduct student interventions; and (b) whether the Ministry will consider mandating a minimum intervention to administration time ratio for TSNs and Special Educational Needs officers.

Response

1. Teachers Trained in Special Needs (TSNs) adopt inclusive pedagogy in their classrooms to better support students with Special Educational Needs (SEN). By sharing best practices, they also strengthen the capacity of other educators in their school to support these students. They do not conduct separate intervention sessions, which are primarily delivered by SEN Officers and School Counsellors.

2. Schools calibrate the duties and workload of their TSNs and SEN Officers based on their school contexts and student needs. Schools that have a higher number of students with SEN also receive more manpower resourcing in the form of SEN Officers and teachers.