Professor Alex Siow, Thye Hua Kwan Moral Charities Chairman,
Mr Colin Wang, Board Member of Thye Hua Kwan Moral Charities,
Mr Jason Lee, Thye Hua Kwan Moral Charities CEO,
1.A very good morning, everyone. You know, I see many people here from the fraternity, especially from KK Women’s and Children’s Hospital, National Institute of Education, as well as the Singapore Institute of Technology. I think we are sort of blessed today with regard to the haze. It’s a bit of a respite, and I’m glad that we are able to continue with today’s event.
2.I must say that I am very pleased to join you today for this event jointly organised by Thye Hua Kwan Moral Charities and its partners. Before I did what I’m doing today, in the past I was a clinical psychiatrist, and much of my work also revolved around individuals with mental health conditions, developmental challenges, among which is also developmental language disorder. And I think sometimes, when it comes to challenges, some are seen, say if you break a leg or you have a fracture, you can physically see it. But there are also many other challenges like developmental language disorder, where it can be quite difficult to see, take notice, have a sense of empathy and compassion over the challenges. And that’s also why today’s event is so important, and it is truly my privilege to be able to join you for this event.
3.Let me first extend a warm thank you to all the organisations bringing us together to raise greater awareness and understanding of the developmental challenges some children face in language and communication. Events like this remind us of the importance of coming together as a community to support every child’s learning journey.
Understanding Language Difficulties
4.Language is central to how we learn, how we communicate and also how we connect with others. The only reason why I am able to engage the audience here today, how we are able to communicate with one another, is because of our comfort in being able to express language and receive language in turn. When that is not necessarily the case for many of our children today. A child may struggle to put his thoughts into words or understand what is being communicated, and these difficulties may not always be apparent to others.
5.This is why they can be easily misunderstood. A child who struggles to follow a conversation or express himself or herself may be viewed differently by his or her peers, without others fully understanding the challenges he or she faces. It is therefore important for us to remember that the challenges a child faces may not always be visible to them, and more importantly, can also affect their own sense of self-confidence and self-esteem as they grow older and as they learn.
Supporting Students in Our Schools
6.This is something we are mindful of in our schools too. At the Ministry of Education (MOE), we recognise that students have different strengths and learning needs, including challenges that may not be immediately obvious. We also know that the needs of students with specific difficulties in language, such as those with Developmental Language Disorder, or DLD, often overlap with those with other special educational needs (SEN) too, including dyslexia.
7.Now, this is also why our schools take a needs-based approach to supporting our students. Our schools focus on identifying needs early, and providing appropriate support promptly based on those very needs. In this way, students can then receive timely support that cater to the specific challenges they may face in their learning.
8.This support begins even before you come to primary school. MOE works closely with the Early Childhood Development Agency (ECDA) and the early intervention sector, including some of the very individuals who are here today, to ensure a smooth transition for children with developmental needs. Through platforms such as the Parent Forum that brings together experts from MOE, our hospitals, our Social Service Agencies, parents then receive information to better support their children. Schools also receive early information on students who may require additional support, so that they can also plan ahead and provide timely and appropriate support from Primary One onwards.
9.As children progress through primary school, those facing language and literacy challenges – and certainly these are dynamic challenges as they evolve as they get older – they are supported through targeted interventions such as the Learning Support Programme and the Reading Remediation Programme.
Working Together to Support Our Children
10.We should also not forget that beyond the programmes in schools, supporting children with SEN takes the collective effort of those around them. Our schools work closely with parents, many of you here, to understand their children’s needs and provide the appropriate support. And through this close partnership, and partnership is really important – the school-parent partnership – parents then are able to share with us because they know their children best, while schools can offer insights into how the students learn and interact with others in the school environment.
11.Beyond the home and school, and exactly why we are having this event in Our Tampines Hub, really in the heart of the community, the wider community also plays a very important role. Healthcare professionals, researchers, advocates, community organisations, even youths from our universities, can bring valuable expertise and perspectives for us to then better understand and support children with different needs. And in our everyday interactions, more importantly, when the rubber hits the road at the very last mile, each of us can help create a more accepting environment for children to learn and grow.
Building a Supportive Community
12.This is what makes today’s event especially meaningful. Bringing together families, educators, healthcare professionals, researchers and advocates, each with different experiences, is how we then deepen our collective understanding, and strengthen the support around children who may face such challenges.
13.To the parents and caregivers here today, thank you so much for your patience, your dedication and your encouragement for the children each day. Without parents, it can be very difficult for children to overcome some of these challenges, and your support plays a very important role in helping them navigate the challenges they may face, build their confidence and also develop their strengths.
14.And to all of you who work with and support children with diverse learning needs, thank you too for contributing your time, your knowledge and your experience. It is through the efforts of people across the very many different fields and the very many parts of our community that we can then make a difference in the lives of these children together.
Closing
15.I hope that the conversations and the connections made here will go beyond today. Together, let us help our children, including those who face language and communication difficulties, to grow in confidence, to form meaningful connections with those around them, and have every opportunity to develop their strengths and fulfil their best potential.
16.Once again, thank you so much for having me here. It truly is a privilege, and I wish all of you a very meaningful and enriching day ahead. Thank you so much.