WHICH SCHOOL FOR MY CHILD? A Parent’s Guide For Children with Special Educational Needs © Nov 2018 Ministry of Education, Republic of Singapore

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Available online at MOE’s website at WHICH https://www.moe.gov.sg/education/special-education SCHOOL FOR MY CHILD? A Parent’s Guide For Children with Special Educational Needs A STEP-BY-STEP GUIDE 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 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. 1 Learn about Your Child’s Needs 8 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 2 Educational Placement 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 3 Get Details of the Application 47 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 4 Work Closely with Current 53 and New Schools Prepare Your Child for 55 Transition

MORE INFORMATION 5 Educational Pathways 58 UNDERSTAND SPECIAL EDUCATIONAL NEEDS (SEN)

As parents, you play a key role in helping A child is considered to 1 your child. Understanding your child’s have SEN when he/she: needs, strengths, and difficulties can help UNDERSTANDING you to identify the right kind of support for 1 Has a disability1; and him/her. YOUR CHILD’S 2 Requires different and/ Find out more about your child’s needs or additional resources NEEDS AND by speaking to your child’s teachers, beyond what is professionals working with your child, and generally available for GETTING SUPPORT other parents/caregivers. 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 3 Shows 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 5 FIND 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 forintervention and support for your child

2 https://singaporepsychologicalsociety.org/srp-membership-directory/

6 7 Depending on the SEN that your child has been diagnosed with, he/she may LEARN ABOUT YOUR 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 „„ Hyperactivity „„ Dyslexia „„ Attention „„ Hearing Loss Disorder (ADHD) „„ Impulsivity „„ Language Deficit „„ Visual Disorder Hyperactivity Impairment Disorder Autism Spectrum „„ Social communication and interaction (e.g., (ADHD) „„ Cerebral Palsy Disorder (ASD) back-and-forth conversations, eye contact, „„ Autism „„ Multiple developing relationships) Disabilities Spectrum „„ 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 EXAMPLES OF COMMON SEN OF COMMON EXAMPLES 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 9 SEN Specific Difficulties CLARIFY YOUR CHILD’S Intellectual „„ Adaptive functioning3, which is the ability to NEEDS AND SUPPORT Disability (ID) 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 and school-based support the same diagnosis may 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 11 Other 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 Organisations SHINE Children and Youth Services: (VWOs) Provides social work and educational psychology Do not be afraid to reach out and ask for help. services to children, youth, and their families Remember that you are not alone. 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 13 SCHOOL BUS 2 The Act places the CONSIDERING responsibility of ensuring that children THE OPTIONS regularly attend school on the parents, and Financial assistance schemes are available In Singapore, the Compulsory Education (CE) Act10 parents are considered in both mainstream13 and SPED14 schools to makes schooling compulsory for children who are to have fulfilled their CE obligations if their ensure that no child is denied an education Singapore Citizens residing in Singapore and of because of his/her financial situation. You 11 children complete “compulsory school age” . 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 with moderate-to-severe 10 For more information on the CE Act, please see https://www.moe.gov.sg/ 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 15 UNDERSTAND MAINSTREAM SCHOOL Recommended Mainstream THE RECOMMENDED 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 17 3 Barrier-free facilities16 to help children with physical disabilities better access the learning environment. Recommended SPED SPED SCHOOL 4 Educational support services for children with visual 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.

2 Specialised personnel which may include: Type of SEN School

Hearing Loss „„ Mayflower Primary School (Signing „„ Beatty Secondary School approach17)

Hearing Loss „„ Outram Secondary School Speech and Occupational 18 language therapists therapists to equip (Oral approach ) „„ 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. support caregiver and sibling 18 Focuses on developing the skills of speaking and listening for communication and instruction; primary school-aged students may attend Canossian School. support) 19 Primary school-aged students may attend Lighthouse School.

18 19 3 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 EDUCATIONAL Mild ID Moderate to Severe ID 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, „„ Grace Orchard School „„ MINDS – Woodlands Gardens Learning and Working in the 21st Century’. School „„ Metta School It specifies a set ofdesired 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 21 LEARN 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 23 Rainbow Centre MAP OF Yishun Park School SPED SCHOOLS 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) Margaret Drive School Eden 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 25 To 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 15 Yishun St 61 S768548 North MINDS – Lee Kong 802 Margaret Drive S149311 Central Rainbow Centre – 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 27 SENSORY LIGHTHOUSE SCHOOL IMPAIRMENT (HEARING LOSS OR VISUAL IMPAIRMENT) (65) 6250 3755 [email protected] 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 [email protected] 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 29 MILD ID KATONG SCHOOL (INCLUDING STUDENTS WITH ASD) (65) 6445 8027 [email protected] http://www.apsn.org.sg/schools/katong-school/ CHAOYANG SCHOOL

APSN Katong School caters to children (65) 6456 6922 with mild intellectual disability (MID) [email protected] 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 31 TANGLIN SCHOOL DELTA SENIOR SCHOOL

(65) 6475 1511 (65) 6276 3818 [email protected] [email protected] 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 33 GRACE ORCHARD SCHOOL METTA SCHOOL

(65) 6561 9128 (65) 6788 5800 [email protected] [email protected] 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 35 MODERATE TO MINDS special schools provide special education to children with intellectual disability aged 7 to 18 years, including SEVERE ID children diagnosed with autism (INCLUDING STUDENTS WITH ASD) spectrum disorder.

The schools offer the following programmes:

1 Junior programme MINDS SCHOOLS (7 to 12 years)

2 Senior programme The Senior programme also includes School Contact and Email (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 [email protected] (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. [email protected] 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 [email protected] impact their learning ability. The „„ English language programme emphasises the learning Woodlands Gardens School (65) 6468 0566 „„ Mathematics of basic independent living skills. [email protected] „„ 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 37 AUTISM PATHLIGHT SCHOOL

SPECTRUM (65) 6592 8925 [email protected] DISORDER (ASD) 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 [email protected] 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 39 ST. ANDREW’S AUTISM SCHOOL MULTIPLE

(65) 6517 3800 DISABILITIES [email protected] http://www.saac.org.sg/ AND ASD

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 [email protected] 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 41 RAINBOW 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. [email protected] „„ 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- ing persons with disabilities, and [email protected] „„ Social Emotional Learning advocating for as well as building „„ Language and Communication more inclusive communities Yishun Park (Woodlands) (65) 6817 9300 „„ Numeracy [email protected] „„ 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 43 MULTIPLE 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 DISABILITIES 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 [email protected] 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 45 GET DETAILS OF THE APPLICATION PROCESS

If your child would be If your child would be 3 better supported in a better supported in a mainstream school, SPED school, APPLYING FOR take part in the 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 47 PREPARE 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 Application Form27 from user guide at SCHOOL

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 49 SPED 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 51 WORK CLOSELY WITH CURRENT AND NEW SCHOOLS

A strong partnership between the home and both your child’s 4 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 SPED SCHOOL child’s current teachers on ways to help prepare him/her mentally 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 53 The 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 55 3 ENCOURAGE YOUR CHILD

Transitioning to a new school can be difficult for your child. It is important that you encourage your child so that he/she feels positive and confident about entering a new school.

„„ Discuss Concerns Take time to discuss and address any 5 concerns that your child may have about the transition. Be empathetic with your child MORE and affirm his/her emotions (e.g., it’s okay to be nervous on your first day of school). INFORMATION: Reassure your child that he/she can always go to you or his/her teachers EDUCATIONAL should they face any difficulties in school. PATHWAYS „„ Be Positive These are the pathways that your child may take in Provide positive encouragement through his/her education journey from the age of 7 to 21. words and action, and share that school To learn more about the possible pathways your is a fun and enjoyable place to be. child can take, consult the professional working with your child or your child’s school. „„ Build Excitement Manage your child’s worries about starting at MAINSTREAM a new school by balancing it with something SCHOOL he/she can look forward to. SPED SCHOOL

You can build excitement in your child by:

Sharing your own personal stories about Listing things starting school that your child can look forward to in the new school (e.g., making new Involving your child friends) in the preparation for school (e.g., buying school supplies)

56 57 PATHWAYS FOR EDUCATIONAL PLACEMENT OF STUDENTS WITH SEN Leads to Vocational Certification Tertiary Education or Open Employment For students identified to be work capable Vocational Qualifications Age Open / Supported Employment / 21 Metta Delta Senior University Sheltered Employment/ Day Activity Centre School School 20 (ATC)-ISC (ATO)-WSQ 19

School-to-Work (S2W) Transition Programme

ITE Criteria (Higher

NITEC/ ITE Admission NITEC/ A Diploma ISC) Level

Mountbatten Vocational Metta Delta Senior 18 School* JC/CI Poly PS LHS GOS (ATC)-ISC School School 17 Yes Yes No Yes No No WPLN Assessment Criteria O/N Level St Andrew’s Autism AWWA School School

Cerebral Tanglin 16 School Secondary Pathlight Lighthouse Palsy MINDS 15 School** School School Alliance Schools (PS) (LHS) Singapore Katong 14

School School 13 Eden Rainbow PSLE School Centre Grace Schools Orchard Metta School School (GOS) 12 Chaoyang 11 Mainstream Pathlight School Canossian Lighthouse 10 School Primary School School School (PS) Katong 9 School 8 7

MODERATE- SENSORY AUTISM MULTIPLE SEVERE MILD INTELLECTUAL DISABILITY*** IMPAIRMENT 10 DISABILITIES INTELLECTUAL 6 SCHOOLS DISABILITY*** SCHOOLS 2 SCHOOLS 4 SCHOOLS 4 SCHOOLS

PRE-SCHOOL : Kinde rgarten / Childcare Centre / Infant Care / Early Intervention Programme / Child Development Unit / Hospitals & Private Agencies

Legend: ATC - Approved Training Centre • ATO - Approved Training Organisation • ISC - ITE Skills Certificate ** Includes mainstream Government, Government-aided, Independent, Specialised Independent (School NITEC - National ITE Certificate • WPLN - Workplace Literacy and Numeracy • WSQ - Workforce SKills of the Arts, Singapore Sports School, NUS High School of Mathematics and Science, School of Science and Qualification * Mountbatten Vocational School (ATC) - Eligibility applies Technology), and Specialised Schools (Northlight School, Assumption Pathway School, Crest and Spectra Secondary Schools) *** Students with ASD with comorbid ID may also apply to these schools NOTES 51 Grange Road Singapore 249564 www.moe.gov.sg