Early intervention and education for children with Special Needs. Li Li. Geraldine. Mui Fong. Retno. Susan. Consultations with various stakeholders. In order to gather information and understand more about the current landscape in EIPIC and SPED, the focus group was formed.
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Early intervention and education for children with Special Needs
In order to gather information and understand more about the current landscape in EIPIC and SPED, the focus group was formed.
5 Key findings were derived from discussion of the focus group.
Current situation – Social service sector (NCSS) and VWO.
The relevant ministry that should govern this sector – MOE
– lack of expertise and skilled manpower.
– problem of staff retention
Concern for the quality of VWO management
– dependent on individual VWO leadership, culture and
DIRC – gap between clients’ expectation and DIRC’s delivery
CDU – no specific intervention services
Lack of widely shared frameworks
Inconsistent quality of teachers,
principals and professionals
Limited options for children with learning disabilities
No shared framework on planned and purposeful integration
Important to transit students with special needs into employment or further studies
Without better planned strategies, special needs students will be ill-prepared to live and work independently
Key finding 5Appreciation for government’s greater focus on special needs.
Potential for improvement is high
Review the exclusion of children with special needs in the compulsory education act.
Six strategic thrusts.