Special Needs

Children aged 18 and below with one of the following special needs.

Special Education has been in Singapore for nearly 60 years. And since then Singapore has undergone a remarkable change in special educational provision even though it has some way to go when compared to developed countries. There is an equal partnership with the Government and the voluntary welfare organisations (VWOs) to provide considerable expertise in coordinating and monitoring role in special education.

In Singapore, the preference is for selective inclusion where a continuum of a range of services is available. Full inclusion may not be the way to go for learners with severe and profound disabilities.

Students with special needs have always been there in the mainstream, but due to lack of awareness and poor medical support has caused many traumatizing moments for these students to go unnoticed in the society.

Fortunately, in Singapore, there is a growing acceptance of integration and inclusion in general education schools and individuals with mild special needs are mainstreamed from preschool to tertiary education.

Students with special educational needs are educated in a range of different settings, including mainstream and special schools¹. Fortunately, there is a growing acceptance of integration and inclusion in mainstream schools and individuals with mild special needs are mainstreamed from preschool to tertiary education.

To provide adequate support for students with exceptional needs, Ministry of Education introduced Learning Support Coordinators (LSCs) to all primary schools in 1992 and subsequently, Special Needs Officers were introduced to both Primary and Secondary schools to help these students overcome the barriers their difficulties present, quickly and easily in an environment which is conducive.

Currently, more than 700 visually impaired, hearing impaired and physically disabled students attend mainstream schools². With the number of students with special needs growing, Ministry of Education is also looking into other possibilities to improve the educational status of these children such as providing more training to teachers on special needs.³ and setting aside more funds to support student with special needs in both mainstream and special schools.

1. (Quah, 2004)

2.(The Straits Times; Sept 24, 2004)

3.(The Straits Times; Sept 24, 2004)