Cognitive Threshold Barriers, Assessment of Non-verbal Children and IQ Report Exemptions in SPED School Admissions

Name and Constituency of Member of Parliament

Mr Cai Yinzhou, Bishan-Toa Payoh GRC

Question

To ask the Minister for Education (a) in each of the past three years, how many special education (SPED) school applications have been rerouted because the child did not meet a school's cognitive threshold; (b) how cognitive ability is assessed for non-verbal children with multiple disabilities; and (c) whether the Ministry will consider a criteria-based exemption from the IQ report requirement for such children.

Response

1. Over the past three years, about 16% of applicants (an average of 180 per year) were referred to MOE for advice on suitable alternative SPED schools because the child required support that was not available in the SPED school their parents had applied to. A child’s suitability for placement in a particular SPED school is based on a comprehensive assessment of the child’s overall developmental profile, drawing on information from multiple sources.

2. Educational Psychologists (EPs) use a range of methods and tools, not limited to IQ tests, to assess a child’s cognitive functioning, i.e. mental capacity and ability to process information for learning. This is one of the important aspects of ascertaining the support required by a child with special educational needs. For children with limited language and communication skills, including those with multiple disabilities, EPs may use developmental assessments and behavioural observations to gauge cognitive functioning. Reports from educators and therapists on the child’s response to intervention are also taken into consideration.

3. MOE will continue to work closely with SPED schools so that children with different needs can access a suitable school placement that supports their development.