WHICH SCHOOL FOR MY CHILD? - A PARENT'S GUIDE FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS - MOE
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WHICH
SCH O O L F O R
M Y C H I L D ?
e For Children
A Parent’s Guid s
ucational Need
with Special Ed© Nov 2018 Ministry of Education, Republic of Singapore
All rights reserved. No part of this book may be
reproduced in any form without written permission
of the copyright owners. All contents in this book
have been reproduced with the knowledge and prior
consent of the talents concerned, and no responsibility
is accepted by author, publisher, creative agency, or
printer for any infringement of copyright or otherwise,
arising from the contents of this publication. Every
effort has been made to ensure that credits accurately
comply with information supplied. We apologise for any
inaccuracies that may have occurred and will resolve
inaccurate information or omissions in a subsequent
reprinting of the publication.
Published by
Ministry of Education
51 Grange Road
Singapore 249564
www.moe.gov.sg
WHICH
Printed in Singapore
O R
Available online at MOE’s website at
https://www.moe.gov.sg/education/special-education
S C H O O L F
MY CHILD? e For Children
A Parent’s Guid s
ucational Need
with Special Ed- S T E P G U I D E
A STEP-B Y
This guide is written to help parents understand how to
identify a school that best supports their children with
special educational needs (SEN).
Some children with SEN need extra help with their
1
education. For some, the extra help can be provided within a UNDERSTANDING YOUR CHILD’S
mainstream school. Other children may need more intensive NEEDS AND GETTING SUPPORT
and customised support that can only be offered by Special Understand Special Educational 5
Education (SPED) schools. Children with SEN can realise Needs (SEN)
their full potential and lead meaningful and purposeful lives Find a Qualified Professional 6
if they are given educational support that is well-matched Get Your Child Assessed 7
to their needs. Learn about Your Child’s Needs 8
2
Clarify Your Child’s Needs and 11
This guide aims to help you understand: Support Plans
Get Support 12
What SEN is
CONSIDERING THE OPTIONS
How you can support your child
Understand the Recommended 16
The support available in mainstream and SPED schools Educational Placement
3
How to apply to a mainstream or SPED school Learn More about the Schools 22
Keep in Mind Other 23
Considerations
We hope that this guide will be a useful companion as
you navigate this journey to explore the most appropriate APPLYING FOR A PLACE
educational support for your child. It is not meant to be a IN A SCHOOL
substitute for professional advice. Remember that every Get Details of the Application 47
4
child is different, and the information in this guide may or Process
may not apply fully to every child. Prepare Important Documents 48
Note Important Dates 49
SUPPORTING YOUR CHILD’S
TRANSITION
Work Closely with Current 53
5
and New Schools
Prepare Your Child for 55
Transition
MORE INFORMATION
Educational Pathways 58UNDERSTAND SPECIAL
1
EDUCATIONAL NEEDS (SEN)
As parents, you play a key role in helping A child is considered to
your child. Understanding your child’s have SEN when he/she:
UNDERSTANDING needs, strengths, and difficulties can help
you to identify the right kind of support for 1 Has a disability 1; and
YOUR CHILD’S him/her.
2 Requires different and/
NEEDS AND Find out more about your child’s needs
by speaking to your child’s teachers,
or additional resources
beyond what is
GETTING SUPPORT professionals working with your child, and
other parents/caregivers.
generally available for
the majority of same-
aged children; and
Different children have different strengths, interests, You can read books on SEN written by
and areas of needs. Some children may need additional professionals to understand more about 3Shows either
your child’s needs. You can also look for More difficulty in
help and support to adapt socially or learn.
websites by trustworthy organisations (e.g., learning as compared
national organisations) and professionals. to the majority of
They may have more difficulties than their peers same-aged children;
in areas such as reading, communication, making To better understand your child’s needs OR
friends, or learning in school. and the educational setting that is most Difficulty using
appropriate for him/her, you should seek educational facilities
the advice of a professional. catered for the
majority of same-aged
children;
OR
Some areas of
impairment, in terms
of social, academic,
physical, or sensory
functioning
1
In Singapore, persons with disabilities are defined as “those whose prospects of securing, retaining
places and advancing in education and training institutions, employment, and recreation as equal
members of the community are substantially reduced as a result of physical, sensory, intellectual,
and developmental impairments” (definition of persons with disabilities adopted by the Ministry
of Community Development, Youth and Sports (MCYS) in the Enabling Masterplan 2007–2011).
4 5FIND A QUALIFIED GET YOUR CHILD
PROFESSIONAL ASSESSED
A professionally-conducted assessment
If your child is below seven years of age, you may consult of your child would typically include:
professionals (e.g., doctors, psychologists, therapists) in
government/restructured hospitals for a professional assessment.
If your child is currently enrolled in a mainstream school, you may
consult psychologists from the Ministry of Education (MOE)
Interviews with
through your child’s form teacher. A careful analysis
A variety of parent(s), the child,
of findings from
assessments and other relevant
Alternatively, you may get your child assessed by qualified different sources
parties such as
professionals in private practice.
teachers
Check the credentials of the professional who will assess your child.
He/she should have relevant qualifications and experience as his/
her professional judgement will influence recommendations for
your child’s education. Bring information on your child (e.g., medical records, school
reports) when you meet the professional.
Following the assessment, you can expect to receive a report on:
1 A holistic profile of your child, including the strengths and
difficulties of your child in the areas of physical development,
A psychological assessment communication, learning, and social-emotional functioning
should be conducted by
a qualified psychologist 2 A clear diagnosis of your child’s SEN
registered with the Singapore
Register of Psychologists2.
Bear in mind that a diagnosis does not
change your child; rather, it gives you a
better understanding of your child’s needs.
3 Your child’s learning needs
4 Practical and effective recommendations for intervention and
support for your child
2
https://singaporepsychologicalsociety.org/srp-membership-directory/
6 7LEARN ABOUT YOUR Depending on the SEN that your child has been diagnosed with, he/she may
experience the associated specific difficulties as follows:
CHILD’S NEEDS SEN Specific Difficulties
Dyslexia Reading
Your child may be assessed to have one or more of the following
areas of needs: Spelling
Writing
BROAD AREAS OF NEEDS
Language Understanding and/or using spoken vocabulary
Disorder
Understanding lengthy spoken explanations
Telling a complete story
Speech/ Language Social, Emotional, Sensory,
& Literacy Behavioural Physical
Attention Deficit Inattention
Hyperactivity
Disorder (ADHD) Hyperactivity
Dyslexia Attention Hearing Loss
Deficit Impulsivity
Visual
EXAMPLES OF COMMON SEN
Language
Hyperactivity Impairment
Disorder
Disorder Social communication and interaction (e.g.,
Cerebral Palsy Autism Spectrum
(ADHD) back-and-forth conversations, eye contact,
Disorder (ASD)
Autism Multiple developing relationships)
Spectrum Disabilities
Restricted and repetitive behaviours
Disorder (ASD) and interests (e.g., rigid thinking patterns,
Social excessive interest in a certain topic)
Communication
Disorder (SCD)
Social Using language for social purposes
Communication (e.g., greetings)
Intellectual Disability (ID) Disorder (SCD) Changing speech to suit different social contexts
Following rules for conversation
(e.g., turn-taking)
Understanding information that is implied but
not explicitly stated (e.g., metaphors, sarcasm)
8 9SEN Specific Difficulties
CLARIFY YOUR CHILD’S
Intellectual
Disability (ID)
Adaptive functioning3, which is the ability to NEEDS AND SUPPORT
handle daily demands in life independently
Cognitive functioning, which is the ability
PLANS
to concentrate, formulate ideas, reason, and
remember Discuss with the professional what support your child needs.
These are some questions you may want to ask:
Hearing Loss Complete or partial loss of the ability to hear About the diagnosis and
the overall treatment
Visual Impairment Partial loss of vision or blindness
What are the therapy options4 available to my child? Which
Severe decrease in ability to see, which would you recommend, and why?
cannot be corrected with standard spectacles
What area(s) of difficulty should I focus on first?
or contact lenses
How should I explain my child’s SEN to him/her and to other
family members?
Cerebral Palsy Poor muscle coordination
What kind of progress can I expect for my child over the next
Decreased ability to move and control movements few years?
Multiple Disabilities More than one significant disability About home-based
intervention
What interventions and strategies can I use at home?
How can I help my child improve in his/her basic life skills
(e.g., personal hygiene)?
What resources can you recommend?
Although these are common
diagnoses, every child is
different. Two children with About educational placement
the same diagnosis may and school-based support
Children make the best
have very different needs progress when they receive
and may progress at support that is matched to What are the school options that I should consider for my child?
a different pace. their individual needs. What are the programmes available in mainstream and/or
SPED schools that can help my child?
What interventions and strategies can be implemented in my
child’s school?
4
Therapy services (e.g., occupational therapy, physiotherapy, and speech-language therapy)
should be provided by registered Allied Health Professionals (governed by the Allied Health
3
Includes communication, self-care, motor, and social skills Professions Act 2011).
10 11Other organisations that could support your child are:
GET SUPPORT
Many parents experience a range of emotions as they try to
understand their child’s SEN. These could include anxiety, grief, Children Health
anger, fear, guilt, surprise, relief, acceptance, and hope. Services
KK Women’s National Child
and Children’s University Guidance
Hospital6 Hospital7 Clinic8
Family Service Centres:
Community-based
Community-based resource centres offering a broad
Agencies
range of community services for families in need
Parent Support Groups (PSGs) can be a source of comfort and
mutual understanding, as parents who have gone through similar
experiences can offer valuable information and advice.
Enables persons with disabilities
There may be a PSG in your child’s school that SG Enable9 by providing referral services,
you can approach. There are also disability- grants, and employability training
specific PSGs, such as SPARK5 for parents of
children with ADHD.
Early Intervention Programme for Infants &
Children (EIPIC) Centres:
“
Provides developmental and therapy services for
infants and young children at risk of moderate to
severe developmental delays
Voluntary Welfare
“
Do not be afraid to reach out and ask for help.
Remember that you are not alone.
Organisations
(VWOs)
SHINE Children and Youth Services:
Provides social work and educational psychology
services to children, youth, and their families
Disability-specific VWOs
E.g., Autism Resource Centre (ARC), Dyslexia
Association of Singapore (DAS), and Down
Syndrome Association
6
https://www.kkh.com.sg/Pages/Home.aspx
7
https://www.nuh.com.sg/
8
https://www.imh.com.sg/clinical/page.aspx?id=283
5
http://www.spark.org.sg 9
https://www.sgenable.sg/Pages/Home.aspx
12 13SCHOOL BUS
CONSIDERING
2 The Act places the
responsibility of
THE OPTIONS ensuring that children
regularly attend school
on the parents, and
Financial assistance schemes are available
In Singapore, the Compulsory Education (CE) Act10 parents are considered
to have fulfilled their in both mainstream13 and SPED14 schools to
makes schooling compulsory for children who are ensure that no child is denied an education
CE obligations if their
Singapore Citizens residing in Singapore and of because of his/her financial situation. You
children complete
“compulsory school age”11. primary education. may approach the school staff directly if
your family requires financial assistance for
Children have to regularly attend a national primary your child’s education.
school, unless they have been granted exemption.
This refers to a government or government-aided
school or government-funded SPED school. With effect from 2019, the
CE Act includes children12
10
For more information on the CE Act, please see https://www.moe.gov.sg/
with moderate-to-severe
education/education-system/compulsory-education SEN who will have to attend
11
Above the age of 6 years but below the age of 15 years government-funded SPED
schools. Mainstream SPED
Schools Schools
MAINSTREAM
SCHOOL
SPED SCHOOL
12
Born after 1st January 2012
13
https://www.moe.gov.sg/education/financial-assistance/moe-financial-assistance-scheme-(fas)
14
https://www.moe.gov.sg/education/special-education/what-financial-support-is-available-for-
sped-school-students
14 15UNDERSTAND
Recommended Mainstream
MAINSTREAM
THE RECOMMENDED
SCHOOL
School Placement
EDUCATIONAL PLACEMENT
The professional will make a recommendation of the type of school best
suited to support your child’s needs, based on his/her level of adaptive and Your child may be recommended to attend ABC
cognitive abilities. a mainstream school if he/she is assessed to
be able to cope with the required demands.
ADAPTIVE SKILLS COGNITIVE ABILITIES This means that your child is assessed to 1 30–40
TEACHER STUDENTS
have adequate adaptive skills to learn in
large group settings and adequate cognitive
abilities to cope with the national curriculum. In mainstream schools,
Also, he/she only requires some additional the national curriculum
support in one or two areas, due to SEN such is offered in classes with
as dyslexia, ADHD, mild ASD, mild language, 1 teacher teaching 30 to
sensory, or physical impairments. 40 students.
The support available include the following:
1 Specialised personnel such as Teachers trained in Special Needs
(TSNs) and Allied Educators (Learning and Behavioural Support)
[AED(LBS)] to help students with mild SEN integrate into the
school environment.
2 Specialised support programmes that cater to different levels
and learning needs:
Learning Support Programme (LSP) and Learning Support
for Mathematics (LSM) for Primary 1 - 2 students who
require additional support in English language/ literacy
skills and numeracy skills respectively.
School-based Dyslexia Remediation (SDR) programme for
Adaptive skills15 refer to the ability Cognitive abilities refer to the ability Primary 3 - 4 students with dyslexia.
to handle daily demands in life to think, concentrate, formulate ideas,
independently. reason, and remember.
15
Includes communication, self-care, motor, and social skills
16 173 Barrier-free facilities16 to help children with physical
disabilities better access the learning environment. Recommended SPED
4 Educational support services for children with visual
SPED SCHOOL
School Placement
impairment, hearing loss, and/or physical impairment.
Personnel from VWOs visit schools to assess stu-
Barrier-free
dents’ needs and recommend appropriate educa- Facilities Your child may be recommended to attend a SPED school if he/
tional provisions. They also provide consultation she is assessed to require more intensive and customised support.
to teachers to help them better understand these
students’ learning and social needs. This means that your child is assessed to benefit from additional
support in developing adaptive skills to cope in group settings
Assistive technology devices such as Frequency and/or a customised curriculum. He/she may require a higher level
Modulation (FM) equipment, text-to-speech soft- of educational support due to SEN such as ASD, ID, significant
ware, and magnifiers are also made available to sensory or physical impairments, or multiple disabilities.
support their learning needs.
The support available include the following:
5 Designated mainstream schools provide specialised
support for children with moderate to profound 1 Smaller-class sizes with specialised in-class support, so
hearing loss or visual impairment. that teachers can provide better attention and support to
individual students.
Type of SEN School
2 Specialised personnel which may include:
Hearing Loss Mayflower Primary School
(Signing
Beatty Secondary School
approach17)
Hearing Loss Outram Secondary School Speech and Occupational
(Oral approach18) language therapists therapists to equip
St Anthony’s Canossian
to support students students with
Secondary School
with speech and adaptive living skills
language difficulties
Visual Ahmad Ibrahim Secondary
Impairment19 School
Bedok South Secondary
School
Dunearn Secondary School
Social workers to provide
Psychologists to family life support services
16
https://www.moe.gov.sg/education/special-education/mainstream-schools#List-of-Mainstream- provide assessment (e.g., counselling, provision
Primary-Schools-with-Barrier-Free-Accessibility and intervention of financial assistance,
17
Signing is the primary method of communication and instruction.
18
Focuses on developing the skills of speaking and listening for communication and instruction;
support caregiver and sibling
primary school-aged students may attend Canossian School. support)
19
Primary school-aged students may attend Lighthouse School.
18 193 Special physical facilities which may include modulation Based on your child’s SEN profile, the professional will recommend a SPED
rooms, vocational training rooms, and occupational therapy school that best meets his/her needs. The profile of needs supported by the
rooms – the facilities vary from school to school, depending various SPED schools are as follows:
on the needs of their students.
Sensory Impairment
4 Partnership with mainstream schools where there are joint Both national and customised curriculum are offered
activities for students to interact and learn from one another. Hearing Loss Visual Impairment/ Hearing Loss
Canossian School Lighthouse School20
In all SPED schools, every student also
has an Individualised Educational Plan Intellectual Disability (ID) (schools also have a programme for ASD)
that is tailored to his/her unique learning Customised curriculum
needs. This could be based on the national
curriculum in some SPED schools, or a Mild ID Moderate to Severe ID
EDUCATIONAL
customised curriculum in others, depending
PLAN
on your child’s needs. Chaoyang School MINDS – Fernvale Gardens School
Katong School MINDS – Lee Kong Chian Gardens
The customised curriculum available in Tanglin School School
SPED schools is designed based on the Delta Senior School MINDS – Towner Gardens School
SPED Curriculum Framework ‘Living, MINDS – Woodlands Gardens
Grace Orchard School
Learning and Working in the 21st Century’. School
Metta School
It specifies a set of desired living, learning
and working outcomes in six core learning Autism Spectrum Disorder (ASD)
domains (academic, social-emotional,
National Curriculum Customised Curriculum
daily living, vocational, the arts, physical
education and sports), with Character and
AWWA School Campus 2*
Citizenship Education as the foundation Pathlight School Campus 1
Eden School
for a values-based SPED and Information Pathlight School Campus 2*
Communication Technology (ICT) as an Eden School (Ang Mo Kio Campus)*
enabler for teaching and learning in SPED. Rainbow Centre - Yishun Park
School (Woodlands)*
St Andrew’s Autism School
Multiple Disabilities
Customised curriculum
Multiple Disabilities & ASD Multiple Disabilities
AWWA School Cerebral Palsy Alliance
Singapore School
Rainbow Centre – Margaret Drive
School
Rainbow Centre – Yishun Park
School
* Holding sites
20
For students with Hearing Loss, only customised curriculum is offered with effect from the 2018
P1 batch onwards.
20 21LEARN MORE ABOUT KEEP IN MIND OTHER
THE SCHOOLS CONSIDERATIONS
With the professional’s recommendation, you can go on to learn If the professional has recommended a school type where more than one
more about the specific support available in school(s) that meets school is available, you can also consider the following when identifying a
the needs of your child. To learn more, you can: school for your child:
SPED SCHOOL
Visit the schools’ websites Arrange school visits Distance from home to school23
A school nearer your home means reduced transport costs and
shorter travelling time, which is less tiring for your child.
It also provides better opportunities for you to forge a strong
relationship with your child’s school, which means better co-
operation in supporting your child.
Attend open-houses Speak to school personnel
You may also refer to the following resources:
Your child’s interests School identity
Consider your child’s non-academic Consider each school’s unique
Mainstream schools — SPED schools —
interests (e.g., sports, music, tech- strengths, such as the school’s vi-
Primary School An Information Guide
Education booklet21 to Special Education nology), and find out if the school sion, mission, culture, and Parent
Schools in Singapore22 offers CCAs and activities that match Support Group(s).
these interests.
For information on SPED schools,
you may also refer to Page 26-45 of this booklet.
21
https://www.moe.gov.sg/education/primary/primary-school-education-booklet
22
https://www.moe.gov.sg/docs/default-source/document/education/special-education/files/ 23
For a listing of all mainstream primary schools by area, please refer to https://www.moe.gov.sg/
special-education-for-exceptional-lives.pdf admissions/primary-one-registration/information-on-primary-schools/listing-by-planning-area
22 23MAP OF L S
S C H O O Rainbow Centre
SPED
Yishun Park School
Chaoyang School
MINDS
Fernvale Gardens School
AWWA School Campus 2*
MINDS
AWWA School
Woodlands Gardens School
Cerebral Palsy Alliance
Rainbow Centre Singapore School
Yishun Park School (Woodlands)*
Metta School
Delta Senior School
Eden School
Grace Orchard School
SPED SCHOOL
LEGEND
Katong School
Sensory Impairment
St Andrew’s Autism School
Mild ID
(Including students MINDS
with ASD) Towner Gardens School
Moderate to Severe ID Canossian School
(Including students
with ASD) Pathlight School
Campus 2*
Autism Spectrum
Rainbow Centre
Disorder (ASD) Eden School
Margaret Drive School
(Ang Mo Kio Campus)*
Multiple Disabilities
and ASD MINDS Pathlight School
Lee Kong Chian Gardens School Campus 1
Multiple Disabilities
Tanglin School Lighthouse School
* Holding sites
24 25To find out more about the SPED school(s) that the professional has recommended SCHOOL ADDRESS REGION PAGE
for your child, you may refer to the relevant section(s):
Autism Spectrum Disorder (ASD)
Note: All information is accurate at the time of print. For the most updated information, please
refer to the school’s website. AWWA School 7 Fernvale Road S797635 North East -
Campus 2* (Co-sharing space at MINDS –
Fernvale Gardens School)
SCHOOL ADDRESS REGION PAGE
Eden School 101 Bukit Batok West Ave 3 West 38
Sensory Impairment S659168
Canossian School 1 Sallim Road S387621 Central 28 Eden School 2 Ang Mo Kio St 44 S569250 North East
(Ang Mo Kio
Lighthouse School 51 Toa Payoh Rise S298106 Central 29
Campus)*
Mild ID (Including students with ASD)
Pathlight School 5 Ang Mo Kio Ave 10 S569739 North East 39
Campus 1
Chaoyang School 10 Ang Mo Kio St 54 S569184 North East 30
Pathlight School 6 Ang Mo Kio St 44 S569253 North East
Katong School 900 New Upper Changi Road East 31
Campus 2*
S467354
Rainbow Centre – 11 Marsiling Lane S739148 North 42
Tanglin School 143 Alexandra Road S159924 Central 32
Yishun Park School
Delta Senior School 3 Choa Chu Kang Grove West 33 (Woodlands)*
S688237
St Andrew’s Autism 1 Elliott Road S458686 East 40
Grace Orchard 6A Jurong West St 52 West 34 School
School S649297
Multiple Disabilities and ASD
Metta School 30 Simei St 1 S529949 East 35
AWWA School 11 Lorong Napiri S547532 North East 41
Moderate to Severe ID (Including students with ASD)
Rainbow Centre – 501 Margaret Drive S149306 Central 42
MINDS – Fernvale 7 Fernvale Road S797635 North East 36 Margaret Drive
Gardens School School
MINDS – Lee Kong 802 Margaret Drive S149311 Central Rainbow Centre – 15 Yishun St 61 S768548 North
Chian Gardens Yishun Park School
School
Multiple Disabilities
MINDS – Towner 1B Lengkong Lima S417557 East
Cerebral Palsy 65 Pasir Ris Drive 1 S519529 East 44
Gardens School
Alliance Singapore
MINDS – Woodlands 30 Woodlands Ring Road North School
Gardens School #01-01 S737883
* Holding sites
26 27S E N S O R Y
A I R M E N T LIGHTHOUSE SCHOOL
IMP (HEARING LOSS OR VISUAL IMPAIRMENT)
(65) 6250 3755
lighthouse@lighthouse.edu.sg
http://www.lighthouse.edu.sg/
CANOSSIAN SCHOOL
(HEARING LOSS) Lighthouse School (LHS) caters to Learning support for students
children with visual impairment (VI) with VI:
and children with hearing loss (HL), Students with low vision are provided
(65) 6749 8971
between 7 and 18 years old. with special assistive devices such as
admin@canossian.edu.sg handheld and desktop magnifiers.
http://www.canossian.edu.sg/ Mainstream Programme Students who are totally-blind will
In LHS, students who are able to access receive a specialised medium of
the Mainstream Programme follow the instruction in braille with the use
Canossian School caters to children The school offers a range of co-cur- National Primary School Curriculum24. of special equipment like Perkins
with hearing loss between 7 and 14 ricular activities including overnight At the end of Primary 6, students Brailler, Braille Notetaker, Screen
years old. camps and overseas trips to pro- will take the Primary School Leaving Reader software, Crammer Abacus,
vide opportunities for integration Examination (PSLE). Upon passing the and talking Scientific calculator.
The school offers the mainstream into the community. To provide ad- PSLE, they will move on to designated
primary level curriculum and pre- ditional support, the school has a secondary schools to continue with Learning support for students
pares children for the PSLE. Children well-equipped audiological lab with their secondary education. with HL:
move on to mainstream secondary audiologists on-site to attend to the For students with hearing loss, the
schools. Those who are not placed in hearing needs of all students. The Special Education Programme mode of instruction is Singapore
mainstream secondary schools will LHS also offers special education to Sign Language (SGSL), which is
be placed in specialised secondary students who are not able to access socially recognised and used in
schools. Students who are able to mainstream curriculum. The school the larger signing community in
cope linguistically may be offered meets the unique and multi-faceted Singapore. Students with HL are
Mother Tongue Languages. needs of every student with VI or engaged in interactive lessons
with HL through the Individualised through the use of SMART boards
Students at the school communicate Education Plan (IEP) and the and iPads.
using an oral approach. Through the customised curriculum. The curriculum
school’s Inclusion Programme with includes numeracy, literacy, science,
their mainstream sister school, stu- motor skills, daily living skills, arts,
dents have opportunities for daily physical education, vocational skills
interaction with their hearing peers training, social emotional learning,
for their academic learning as well as orientation & mobility (VI), and sign
development of healthy social skills. language (HL).
24
For students with Hearing Loss, only customised curriculum is offered with effect from the
2018 P1 batch onwards.
28 29MLIULDINDG SITD
UDENTS W
ITH ASD) KATONG SCHOOL
(INC
(65) 6445 8027
ks@apsn.org.sg
http://www.apsn.org.sg/schools/katong-school/
CHAOYANG SCHOOL
APSN Katong School caters to children
(65) 6456 6922
with mild intellectual disability (MID)
cys@apsn.org.sg and mild autism between 7 and 16
http://www.apsn.org.sg/schools/chaoyang-school/ years old. It is the only APSN School
which runs both the Primary (7 to 12
years old) and Secondary (13 to 16
APSN Chaoyang School caters to The school also leverages on Co- years old) curriculum.
children with mild intellectual disability Curricular Activities (CCA) and
and mild autism, between ages 7 and 12. Character and Citizenship Education APSN Katong School offers two
Upon graduation from APSN Chaoyang (CCE) to deliver comprehensive and programmes – MID General Programme
School, the students will proceed to holistic education to all. There is and ASD Structured Programme
APSN Katong School or APSN Tanglin also pervasive use of ICT to facilitate (primary levels only). The latter is to
School for secondary education. teaching and learning across all prepare the students for successful
curriculum domains. transition into the MID Programme.
APSN Chaoyang School offers two key
programmes – Integrated Programme The curriculum domain comprises
for students with mild intellectual Functional Academics, Social-
ability and ASD; and ASD Structured Emotional and Daily Living Skills,
Programme for students with ASD Physical Education and Sports, Visual
who require additional structures and and Performing Arts, and Vocational
support. Education. Character and Citizenship
Education is infused in the Learning
The curriculum domains include Domains and CCA.
Functional Academics (Literacy,
Numeracy, & Science), Life Skills ICT plays the enabler role in enhancing
(Independent & Community Living student learning. APSN Katong
Skills such as Self Help, Social School delivers Holistic, Student-
Competence, Home Economics, Centred Education, while forging
Healthy & Safe Relationship), Visual strong community partnerships in
Arts, and Physical Education. support of meaningful educational
experiences for their students.
30 31TANGLIN SCHOOL DELTA SENIOR SCHOOL
(65) 6475 1511 (65) 6276 3818
ts@apsn.org.sg dss@apsn.org.sg
http://www.apsn.org.sg/schools/tanglin-school/ http://www.apsn.org.sg/schools/delta-senior-school/
APSN Tanglin School caters to students Character & Citizenship Education APSN Delta Senior School is a APSN Delta Senior School is an
between 13 and 16 years old with mild (CCE) sets the foundation for a post-secondary school that offers Approved Training Organisation (ATO)
intellectual disability and concurrent values-based education that under- vocational training to students aged with SkillsFuture Singapore (SSG)
significant limitations in adaptive pins all the learning domains, where 17 to 21 with mild intellectual disability. since 2008.
behaviour as expressed in conceptual, students will be imbued with morally As students are in their final phase of
social, and practical adaptive skills. consistent character to become so- schooling at APSN before they transit
cially responsible citizens. and integrate into the community,
The curriculum at APSN Tanglin School the school facilitates the transition of
aims to engage students in life-long students from school to society to live
learning and leading independent lives quality lives.
as they become active contributors
in society. The holistic and person- The school offers a competency-based
centred curriculum includes Literacy, vocational programme, providing
Numeracy, Science, Vocational broad industry skills and practical
Education, Vocational Guidance, knowledge leading to Workforce
Social Emotional Learning, Physical Skills Qualification (WSQ) certification.
Education, and the Arts. There are four areas of vocational
specialisation at APSN Delta Senior
Vocational Education at APSN Tanglin School: (1) Food Services, (2) Hotel
School enables students to be work- & Accommodation Services, (3)
ready in the areas of (1) Food & Horticulture, and (4) Retail Operations.
Beverage, (2) Hotel & Accommodation The programme includes foundational
Services, (3) Horticulture, and (4) skills such as employability skills
Retail Operations. Work Exposure and under the WSQ framework (e.g.,
Work Experience Programmes are part workplace literacy and numeracy,
of Vocational Education. communicate and relate effectively
at the workplace, solve problems and
Information & Communication Tech- make decisions, personal effectiveness,
nology (ICT) is a key enabler to basic information and communication
enrich teaching and learning as well technology, workplace safety and
as extend learning experiences health, and industry specific skills).
beyond the school, into the home and The programme equips students to
community to attain the SPED out- perform specific jobs well in a range of
comes of living, learning and working industries such as food and beverage,
in the 21st century. hospitality, landscaping, and retail.
32 33GRACE ORCHARD SCHOOL METTA SCHOOL
(65) 6561 9128 (65) 6788 5800
info@go.edu.sg enquiry@mettaschool.edu.sg
http://www.go.edu.sg/ http://www.mettaschool.edu.sg/
Grace Orchard School provides spe- The Universal Design for Learning Metta School caters to children Baking to equip them with basic
cial education to children with mild in- (UDL) framework is used for the with mild intellectual disability (MID) vocational skills.
tellectual disability (MID) and children planning of all teaching and learning and/or mild autism. Children are
with mild autism and MID. Children in the school. between 7 to 21 years old. Vocational (V) Programme
are between 7 and 18 years old. The V programme provides training
Co-curricular activities are offered The school offers the following leading to vocational certificates
The school offers two programmes – to all students during curriculum programmes: for students aged 17 to 21. It offers
a programme for children with MID hours in the following areas: Sports, well-established ISC programmes
and a programme for children with Performing Arts, Uniform Groups and ASD (A) Programme: in Housekeeping, Baking & Food
ASD. There is also a structured ASD- Clubs. Camps, Overseas trips, and The A programme caters to the Preparation through on and off-
MID integration process which allows Values in Action projects are held learning and developmental needs the-job training. With satisfactory
for students with autism who are able annually to undergird the explicit of students with autism between 7 results, students can further pursue
to assess group instructional settings teaching with the school values. and 18 years old. Class size is smaller. the 4-module ISC courses in Baking
to transit successfully to the MID The programme aims at developing Practices and Hospitality Services.
programme. The Pastoral Care Programme engag- and improving independent living Upon successful completion and
es their youth in meaningful and safe skills and social skills of students. meeting the stipulated require-
A value-based curriculum is offered, after-school activities typically held Basic pre-vocational skills training is ments, they can apply for relevant
where there are two distinct levels in within a specially designed space offered to enhance work readiness NITEC programmes in ITE.
the school: called the ‘Youth Hub’. for senior classes.
Employment Pathways
The Junior Level (7-12 year olds) Basic (B) Programme Programme (EPP):
In the Junior levels, foundations The B programme caters to The EPP, also known as the School-
are built in the learning domains of students with MID between 7 to to-Work (S2W) Transition Pro-
Social-Emotional, Academic (En- 12 years old. It aims to equip them gramme, caters for students aged
glish, Mathematics, and Science), with a good foundation in areas 17 to 18 who are not on the voca-
Daily Living, Arts, as well as Phys- such as Literacy and Numeracy, tional certification track. EPP stu-
ical Education through the use of interpersonal communication, as dents undergo vocational training
evidence-based strategies. well as self-management skills. such as WSQ modules, Food and
Hygiene course, job trials and on-
The Senior Level (13-18 year olds) Career (C) Programme the-job training to enhance smooth
The Senior levels build on these The C programme caters to stu- transition from school to work.
foundations to prepare their dents between 13 to 16 years old.
students in pre-vocational skills Besides Workplace Literacy and
such as career guidance and work- Numeracy modules, students will
readiness skills required for post- undergo structured Work Expo-
school life. sure, Integrated Training in House-
keeping, Food Preparation and
34 35R A T E T O
MODE
S E V E R E I D
S W ITH ASD)
MINDS special schools provide special
education to children with intellectual
disability aged 7 to 18 years, including
ST U D E N
G T children diagnosed with autism
(INCLUDIN spectrum disorder.
The schools offer the following
programmes:
1 Junior programme
MINDS SCHOOLS (7 to 12 years)
School Contact and Email
2 Senior programme The Senior programme also includes
(13 to 18 years) vocational preparation with work
attachments for transition to after-
Fernvale Gardens School (65) 6481 6697 3 Special programme school services (S2W). Senior students
fgs@minds.org.sg (across all ages for those who undergo vocational training such as
need high support) attaining SOA under WSQ modules in
Food and Hygiene, Hard Floor Cleaning,
Lee Kong Chian Gardens School (65) 6473 8332 The curriculum is tailored to meet the and Basic Washroom Cleaning.
lgs@minds.org.sg needs of individual students with a
focus on helping them to function and The Special programme is for children
integrate into society. The curriculum who have challenging behaviours or
Towner Gardens School (65) 6446 2612
includes: have additional concerns that may
tgs@minds.org.sg impact their learning ability. The
English language programme emphasises the learning
Woodlands Gardens School (65) 6468 0566 Mathematics of basic independent living skills.
wgs@minds.org.sg Health education Additionally, the school offers a range of
Social competency skills co-curricular and enrichment activities
http://www.minds.org.sg/SPED.html which include uniform groups, sports,
Domestic science
information and communications
Physical education technology, and the arts. The school
The Arts also organises modular activities such
as educational trips, rock-wall climbing,
Science and camping trips.
36 37AUTISM M
SPECTRUR (ASD)
PATHLIGHT SCHOOL
DISORDE
(65) 6592 8925
queries@pathlight.org.sg
http://www.pathlight.org.sg/
Pathlight School is an autism-focused All Pathlight secondary school stu-
school that offers the mainstream dents do not have base classrooms in
EDEN SCHOOL academic curriculum together with Pathlight. They attend classes taught
life readiness skills. The school’s base by Pathlight teachers at the Satellite
curriculum is Singapore’s mainstream Partnership Schools daily, and have
(65) 6265 7400
school curriculum (leading to PSLE, opportunities to interact socially with
enquiry@edenschool.edu.sg GCE ‘O’ and ‘N’ Level qualifications). mainstream school students during
http://www.edenschool.edu.sg/ All students in Pathlight are exempted recess and selected school events/
from taking Mother Tongue. classes. For those who are ready, they
join mainstream classes for certain
Eden School provides an autism- The school caters to children with subjects.
friendly education for children with autism, aged 7 to 18 years old, who are
autism aged between 7 and 18 years cognitively able to access mainstream This model provides for purposeful
old, who would benefit from a life skills academics in a structured group and appropriate integration and allows
or vocational route. setting of 8 to 12 students. Besides Pathlight students to apply classroom
the usual academic subjects, the learning of social skills to the real
The school aims to deliver a balanced school also offers a non-academic world. It also contributes to building
curriculum within structured and curriculum. This curriculum includes awareness among mainstream
authentic environments that promote social and communication skills, daily communities of people with autism,
dignity, meaning, and independence. living skills, work habits, emotional and towards a more inclusive society.
The curriculum domains include work management, moral education, and
habits, self-management, functional physical education. All students are
communication, social skills, functional also exposed to up-to-date IT & Design
academics, ICT, and vocational skills. courses and relevant ICT knowledge
The teaching of critical soft skills such and skills to prepare them for the
as quality, stamina, hygiene, and safety, digital age.
is embedded within the curriculum.
Pathlight follows a Satellite Partnership
Instruction is differentiated to meet model that is endorsed and supported
the learning needs of each student. by MOE for their secondary school.
Co-curricular activities are tailored The model promotes 4 levels of
to develop students’ interests and integration: physical, academic, social,
strengths, and include opportunities and professional.
for both local and overseas learning
experiences.
38 39M U L T I P L E
B I L I T I E S
DISA
ST. ANDREW’S AUTISM SCHOOL
AND ASD
(65) 6517 3800
enquiry@saac.org.sg
http://www.saac.org.sg/
St. Andrew’s Autism School caters to All students undergo structured
individuals with autism who are 7 to transition planning, which is initiated
18 years old and can adapt and learn at age 13 to provide sufficient runway AWWA SCHOOL
in small class sizes with a structured for the best post-18 outcomes. The
environment. School-to-Work (S2W) transition
(65) 6511 5280
programme, in collaboration with
The interests and needs of the students MOE, the Ministry of Social and Family awwaschool@awwa.org.sg
are met through customised curricula Development, and SG Enable, offers http://www.awwa.org.sg
that emphasise communication, more training and support for work-
functional literacy and numeracy, capable youths.
daily living skills, social-emotional AWWA school provides special educa-
learning, and vocational skills. The Occupational, speech, and music tion to students aged 7 to 18 years old
students gain opportunities to therapy address learners’ sensory and with multiple disabilities and students
participate in community initiatives regulatory needs in alignment with with autism.
and collaborative programmes with their individual educational goals.
external partners, which will further Psychologists offer professional sup- Other than a structured academic and
enhance their communication and port in improving student learning. non-academic curriculum and CCA
social interaction skills. Guidance and support is provided programme, the school constantly
to family members and caregivers explores collaboration opportunities
The learning domains are comple- through pastoral care and training in with stakeholders to expose their
mented with programmes in ex- autism support skills by the Parent students to different platforms in the
pressive arts (art, dance, music) and Support Group and social workers, community that they could participate
adaptive physical education, as well with psychologists. The community in and have richer learning experiences.
as Co-Curricular Activities to enhance is involved through programmes that This enables students to develop, as
the holistic development of the stu- engage volunteers and foster autism well as generalise and adapt their skills
dents. Character and Citizenship Ed- awareness in the community. learnt. AWWA School aims to maximise
ucation and Information Communica- the potential of its students to lead
tion Technology is integrated across all dignified and independent lives.
learning domains to maximise learning
outcomes. In community-referenced AWWA School embarked on the
learning, students practise functional School-to-Work (S2W) Transition Pro-
academic, social and communication gramme in 2017, to give their students
skills, as well as acquire generalisa- greater support to move on to the
tion skills and confidence to foster a workplace, thus increasing the chances
sense of independence, autonomy, of positive post-school outcomes for
and dignity. students and their families.
40 41RAINBOW CENTRE SCHOOLS Rainbow Centre (RC) schools offer RC schools also provide services to
an education that goes beyond the students’ families, such as:
disabilities of the students they serve,
School Contact and Email
integrating co-curricular activities and A Special Student Care Centre for
therapeutic services into their main after/before school care
Margaret Drive (65) 6472 7077 curriculum.
rcmds@rainbowcentre.org.sg Family Life Services, where social
RC’s curriculum focuses on: workers provide person-centred
care planning and capability build-
Yishun Park (65) 6482 2592 Daily Living ing for those involved in support-
rcyps@rainbowcentre.org.sg ing persons with disabilities, and
Social Emotional Learning
advocating for as well as building
Language and Communication more inclusive communities
Yishun Park (Woodlands) (65) 6817 9300
Numeracy
rcwoodlands@rainbowcentre.org.sg Family Empowerment Programme,
Physical Development
a strengths-based, family-driven
http://www.rainbowcentre.org.sg/ Vocational crisis-stabilisation programme
that equips parents/caregivers
The schools offer In-Curricula Exposure with the knowledge and skills to
(ICE) and extra-curricular activities manage unresolved challenging
that expose students to a variety of and/or aggressive behaviours, as
leisure and interest groups, including well as possible future behaviours
student leadership, sports, the arts, which could arise. Caregivers are
and information and communications also made aware of resources and
technology. support available in the community.
They teach students values to guide
them to become active, contributing
members of society.
42 43M U L T I P L E
B I L I T I E S
DISA
The school tailors the curriculum Pre-vocational training is provided for
to meet the individual needs of the selected children aged 13 years old and
children, covering the 6 domains in above with moderate to good motor
academic, vocational, daily living, and cognitive functions, preparing
physical education, the arts, and social them for future sheltered or open
and emotional. employment. School-to-Work (S2W)
Transition Programme is offered to
The following programmes are offered students who have the potential to
CEREBRAL PALSY ALLIANCE at CPAS School: work by customising suitable training
SINGAPORE SCHOOL pathways and work options for them.
1 High Support programme
(students with moderate to high Co-Curriculum Activities (CCAs) are
(65) 6585 5634
support needs) provided for students to build their
cpasschool@cpas.org.sg skills and confidence or to gain ex-
http://www.cpas.org.sg/ 2 Functional programme periential learning. There are also
(students with mild to moderate Community Involvement Programme,
support needs) Student Leadership Programme,
CPAS School is run by Cerebral Palsy Alliance Singapore (CPAS) and offers the and Learning Journey Programme ca-
SPED Curriculum, as recommended by MOE. CPAS School caters to children 3 Academic programme tered to students so as to provide a
with cerebral palsy and multiple disabilities (except Autism Spectrum Disorder). (students with mild support needs, holistic education.
Many of the students face challenges in movement, posture, and development suitable cognition level, and who
and are not able to benefit from mainstream education. Students are between display ability to handle demands A Trans-Disciplinary (Trans-D) Ap-
7 to 18 years old. of mainstream primary curriculum proach is being adopted, and it aims
leading to the Primary School to enhance holistic and comprehensive
Leaving Examinations, PSLE) development in students by adopt-
ing a common view of educational
needs. The approach is a consensual
commitment for consistent and inte-
grated planning & implementation.
It also provides more opportunities for
professional exchange of knowledge
and skills between teachers and Allied
Health Professionals (AHPs).
44 45GET DETAILS OF THE
3
APPLICATION PROCESS
If your child would be If your child would be
better supported in a better supported in a
APPLYING FOR mainstream school,
take part in the
SPED school,
find out details of the
A PLACE
IN A SCHOOL Primary One SPED School
Once you have identified the school that will best Registration Application
meet the needs of your child, you can proceed to Exercise25 Process26
apply for the school.
MAINSTREAM
SCHOOL
SPED SCHOOL
25
https://www.moe.gov.sg/admissions/primary-one-registration
26
https://www.moe.gov.sg/education/special-education/how-do-i-apply-for-a-place-in-the-
school-for-my-child#Application-to-SPED-Schools
46 47PREPARE IMPORTANT The referring agency will Referring agencies include:
DOCUMENTS be able to assist you in
Government and government-aided
completing the form
schools
and submitting it to the
Mainstream MAINSTREAM
SCHOOL
relevant SPED school. SPED schools
Schools
Government/restructured hospitals
EIPIC Centres
To apply for a mainstream school, please ensure Private professionals (who have
that you prepare the necessary documents, worked closely with your child)
as listed on
https://www.moe.gov.sg/admissions/primary-one-registration/required- Applications can only be processed if all required documents are received
documents-for-primary-one-registration-exercise in order. Missing or inaccurate information may result in delays in processing.
For more details on admission criteria or processes, please visit the respective
SPED schools’ websites.
SPED
Schools
NOTE IMPORTANT DATES
Mainstream Schools
To apply for a SPED When completing
school, please download the form, please refer
the SPED School to the accompanying MAINSTREAM
SCHOOL
Application Form27 from user guide at
https://www.moe.gov. https://www.moe.
sg/docs/default-source/ gov.sg/docs/default-
document/education/ source/document/
SPED SCHOOL special-education/files/ education/special-
sped-school-application- education/files/user- Once you have shortlisted the mainstream schools for your
form.doc guide.pdf child, check which registration phase28 your child is eligible for
and the dates to register your child.
27
This is a standard form that has to be completed for all children applying to any of the SPED 28
https://www.moe.gov.sg/admissions/primary-one-registration/phases
schools funded by MOE and the National Council of Social Service (NCSS).
48 49SPED Schools
Take note
Once you have shortlisted the SPED of important
school(s) for your child, you can find dates for the
out more from their websites. Some Open Houses,
SPED schools hold Open Houses and deadlines
where interested parents can visit. for application
and registration. Contact the school
or referring agency
if you have queries
on your application.
Receive By deadline
Visit schools’ application stated in the
open-houses outcome Letter of Offer
SPED SCHOOL In the event that
the SPED school
you have indicated
in the application
Minimally 6 months Within 6 months
form is unsuitable
for your child, the
SPED school will
Get your child Submit application Register seek the advice
assessed by school’s deadline your child While waiting for a from MOE’s Multi-
confirmed place in Agency Advisory
the SPED school, you Panel (MAAP)29
should continue to to recommend an
work closely with alternative SPED
Ensure that your child Different SPED schools Register your child at your child’s current school that can
is assessed at least have different student the school according school to support his/ meet your child’s
six months before admission intake to the timeline in the her learning. learning needs.
the closing date of timelines for the year; Letter of Offer to
application so that some may have more confirm placement.
you will have all the than one student
documents ready in intake per year.
time.
Some SPED schools
might have admission
deadlines as early
as the first half of
the year, so it is
important to check
the deadline early.
29
Comprises specialists and professionals from MOE, the Ministry of Health (MOH), the SPED
schools, and NCSS
50 51WORK CLOSELY WITH
CURRENT AND NEW
4 SCHOOLS
A strong partnership between the home and both your child’s
current and new schools is important for your child’s transition.
SUPPORTING
YOUR CHILD’S
TRANSITION
The experience of going to a new school, be it
a mainstream or SPED school, can be both an
exciting and stressful experience.
Some children may find this experience challenging
due to the many changes they have to go through,
especially for those with SEN. You and your family
play a very important role in helping your child
cope with these changes.
The Current School
MAINSTREAM
SCHOOL Before your child enrols in the new school, discuss with your
child’s current teachers on ways to help prepare him/her mentally
SPED SCHOOL
for the transition to the new school. Maintain this communication
throughout the transition process to ensure his/her smooth
transfer to the new school.
52 53The New School
PREPARE YOUR CHILD
Upon enrolling your child in the new school, work closely with the
new school to support your child’s transition. FOR TRANSITION
1 FAMILIARISE YOUR CHILD WITH THE ENVIRONMENT
UNDERSTAND THE SHARE INFORMATION
NEW SCHOOL ABOUT YOUR CHILD You can help your child become more settled into the new school
environment by getting him/her to visit the school and attend
Attend orientation and/or Be open in sharing orientation/induction programmes.
induction programmes to find information about
out more about the school your child so that the You can also talk to him/her about daily school routines, such as
culture and practices, special new school knows how the flag-raising ceremony, recess, and assembly.
needs provisions, as well as to plan and provide
any additional support to help support for him/her.
your child transit smoothly. These include his/
Speak to your child’s teachers her strengths, areas of
and allied educators/health difficulties, and current/
professionals to find out prior support received.
about the school routines
(e.g., your child’s class
timetable) and programmes.
COLLABORATE TO COMMUNICATE
ENSURE EFFECTIVE FREQUENTLY
SUPPORT 2 HELP YOUR CHILD ADJUST TO THE NEW SCHOOL
Maintain open
Collaborate with the school communication (calls, You can help your child adapt to the new school environment by:
to ensure consistency in emails, meetings) with
the teaching and support school personnel. Let the Teaching your child some of the appropriate, expected
for your child at home as school know how best behaviours (e.g., listening and following instructions, paying
well as in school. they can work with you. attention during lesson time, keeping hands and feet to self).
Teaching your child basic self-care and communication skills
(e.g., asking for help, toileting, communicating needs and wants).
Establishing good daily routines for your child (e.g., packing
his/her school bag the night before, sleeping early, eating a
healthy breakfast before school).
54 55You can also read
