For Review Only For Review Only  3

Celebrating 20 years of Resource Centre MAKING A () DIFFERENCE TOGETHER Parents and professionals in partnership

Theresa Tan For Review Only

Contents

© 2017 Trailblazer Foundation Foreword 8 Published for Trailblazer Foundation in 2017 by Marshall Cavendish Editions An imprint of Marshall Cavendish International Introduction 14

All rights reserved Autism in Singapore: Milestones 17 No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Requests for permission should be addressed to the copyright holder, Trailblazer Foundation. SECTION ONE: BREAKING NEW GROUND The publisher makes no representation or warranties with respect to the contents of this book, and specifically disclaims any implied warranties or merchantability or fitness for any particular purpose, and shall in no events be liable for any loss of profit Chapter 1 Reach Me, Teach Me 24 or any other commercial damage, including but not limited to special, incidental, consequential, or other damages. The Birth of the Reach-Me Project

National Library Board, Singapore Cataloguing-in-Publication Data

Name(s): Tan, Theresa. Chapter 2 Time to Get Serious 36 Title: Making a Difference Together : Parents and professionals in partnership / The Journey to Autism Resource Centre (Singapore) Theresa Tan. Description: Singapore : Published for Trailblazer Foundation by Marshall Cavendish Editions, 2017. Identifier(s): OCN 999395900 | ISBN 978-981-4751-54-4 (paperback) Chapter 3 Yes, We Can! 52 Subject(s): LCSH: Autism Resource Centre (Singapore) | Autism—Singapore. | Autistic children—Care—Singapore. | Autistic children—Education—Singapore. | Autistic The Story of WeCAN Training Services children—Rehabilitation—Singapore. | Autistic people—Rehabilitation—Singapore. Classification:DD C 305.90874095957—dc23 Chapter 4 Starting Early 60 Designed by Lorraine Aw ARC(S)’s Early Intervention Programme Printed in Singapore by Markono Print Media Pte Ltd For Review Only

SECTION TWO: LIGHTING THE WAY SECTION THREE: THE PATH AHEAD

Chapter 5 Shining Through Pathlight 70 Chapter 9 One Dream, Many Hands 128 educating Our Young Autism Network Singapore Combines Strengths

Chapter 6 A Model for Inclusion 88 Chapter 10 Dreaming for the Future 136 Partnering Mainstream Schools Gaps to Fill, Dreams to Fulfil

Chapter 7 We’ve Got Talent 94 Grooming Gifts and Talents Appendices A: About Autism 144 Chapter 8 Off to Work We Go 100 B: ARC(S) Core Services 148 Creating Job Success for Independent Living C: Autism Network Singapore (ANS) Members 149 D: History of Fundraising for ARC(S) 150

SPECIAL SECTION A Big Thank You 154

Insights and Interviews: Voices from the Community 112 For Review Only Introduction 15

Six schools later, in 2005, Sean was finally enrolled One such group of passionate parents and profes- in the newly opened Pathlight School, the first sionals formed the Reach-Me Project in 1997. This autism-specific school in Singapore. Today, Sean pilot project eventually became an autonomous has completed his education at the Institute of charity, the Autism Resource Centre (Singapore) Technical Education and is furthering his studies or ARC(S), in 2000. at the Nanyang Academy of Fine Arts. ARC(S) worked tirelessly, alongside other organ- For parents of children with autism in the 1990s, isations serving those with discovering that their child had the condition was a Disorder (ASD) — such as Autism Association challenge. It was nearly impossible to get a proper (Singapore) or AA(S), St Andrew’s Autism Centre, diagnosis, as doctors and psychologists couldn’t Rainbow Centre and AWWA, and a number of agree what the problem was. Some diagnosed private and public institutions. Together, they the symptoms rather than the condition. Others increased public awareness and pioneered ser- simply told parents there was nothing wrong with vices for people with autism in Singapore. Introduction their children and that they would “outgrow” it. The word “autism” was only barely filtering into Today, the term “autism” is familiar to many. The the pre-Google Singapore vocabulary. autism landscape in Singapore has transformed in remarkable ways, with support for children as Koh Joh Ting spent five years of her son’s early needs children. (SPED) schools Once diagnosed, the nightmare began, as few young as two years old. school life moving him from one school to another like MINDS deemed Sean unsuitable for their lim- schools understood autism. Many feared the — two kindergartens and four primary schools. ited places because he did not have an intellectual sometimes disruptive behaviour that they per- Mainstream school educators and allied educa- disability or multiple disabilities. ceived to be the primary characteristic of autism. tors are trained and deployed to at least support “We finally got Sean examined when he entered his those who have mild autism. There are now three first primary school, which did not feel equipped to Joh Ting eventually enrolled Sean in a school for It was thus that tiny bands of parents and pro- autism-focused schools in the special education handle him as we had not forewarned them that visually handicapped children that had a small fessionals decided to do something about this space. Services for adults with autism have been Sean was not normal,” Joh Ting recalled. number of students with autism — at least there dismal situation — to rewrite the story for those developed, with three day activity centres and one he would have teachers who were trained in special with autism and their families, to open new path- employment centre. It was the ’90s Singapore. Mainstream schools were education, if not specifically for autism. ways for the better. under-equipped and not ready to accept special 16 Making a Difference Together For Review Only

Autism in Singapore: Milestones

Over the years, the media has played a big role public and private, coming together to give of in demystifying the condition and boosting more what they can to uplift the community. Together, 1997 positive attitudes towards the autism community. they began making a difference, regardless of Reach-Me Project (RMP), led by race or nationality. Leong Geok Hoon, is the first This book follows the key developments of the pilot ­programme supporting ASD vibrant autism landscape in Singapore over the It is still a work in progress. Much more work is children in mainstream schools, last 20 years. It marks the difficult early days needed to transform our world into a kind and formed officially through an MOU when the Reach-Me Project was formed, and inclusive one. But for the autism community in between AA(S) and Students Care its evolution to later become ARC(S). It chroni- Singapore, it is a dream turning steadily into real- Service, a VWO, who provide office 1989 space in their Clementi Centre to cles the journey from a barren landscape, bereft ity through determined and generous people, and Start of the STEP (Structured incubate the initiative. of support, each family looking out for itself, to the passion and purpose they have embraced. Teaching for Exceptional Pupils) 1996 one where there are now diagnostic and support programme by Rainbow Centre, A team from NAS — comprising services, as well as specialised autism-specific The gotong royong community spirit of those early catering to children with autism Speech therapists Catherine Chief Executive Geraldine Peacock, schools like Pathlight and Eden. parents and professionals who decided to stop from 6 to 12 years old. Pownall and Mary Yong moot the Eileen Hopkins and Mike Collins — complaining and start doing something sparked a idea, together with a group of arrives to advise on the set-up of their clients’ parents, to develop a RMP. They meet with the Ministry of It is a story of parents and professionals coming transformation in society. It was a transformation support system for students with Education (MOE) and the Ministry together to sow the seeds of change for the larger that has grown beyond their initial dreams and laid 1992 autism in mainstream schools, of Health, give press interviews, special needs community. It is also the story of the foundation for more to be done in the years modelled after that of the National and deliver the first talk on autism many helping hands, and generous organisations, to come. Autism Association (Singapore), or Autistic Society (NAS) in UK. in Singapore at the Garden Hotel. AA(S), is set up as a parent support group. 1998 Second visit by NAS, in conjunction with a Regional Professional Con- ference and a Parents’ Seminar. Milestones for the autism landscape in Singapore RMP’s Autism Resource Centre is Milestones for Autism Resource Centre (Singapore) officially openedt a 25 Peck Seah Street. 18 Making a Difference Together For Review Only Autism in Singapore: Milestones 19

1998 Beginning of RMP’s Training, Diag- nostic and Assessment Services. 2005 Start of the first Satellite Partner- ship between Pathlight School and 2001 Chong Boon Secondary School, providing for the physical integra- Project Platinum, a blueprint for 2004 tion of Pathlight students into a cradle-to-grave autism services, mainstream school. The model is 2000 is submitted to MOE to push for Opening of Pathlight School, the subsequently officially adopted by 2006 1999 an integrated education complex. first autism-specific school in MOE and modified for other SPED , Anita Russell, Kim Opening of St Andrew’s Autism The blueprint is later expanded to Singapore. Established by ARC(S), schools. With the RMP pilot coming to an Faulkner, Dr Lam Chee Meng from School, the third autism-specific highlight the pivotal needs, existing Pathlight is the first special edu- end, the management committee ARC(S) and Patricia Cheng from school in Singapore, responding landscape, key gaps and solutions cation (SPED) school in Singapore decide that the programme has to Rainbow Centre independently to the increasing need for pro- for each life stage of persons with to provide a blend of mainstream MOE’s Support for Special Needs continue as an independent charity. organise the first WeCAN Confer- grammes for students with more autism. academics and life skills. Students initiative is launched. Autism Resource Centre (Singa- ence, assembling autism experts severe ASD. are given access to a curriculum • Module on special educational pore), or ARC(S), is registered as a from around the world. Over 500 leading to the Primary School needs (including autism) made society in November. professionals and care­givers Leaving Examination (PSLE) and compulsory for all beginner The Neurobehavioral Clinic are trained. The event is hosted the GCE examinations. teachers at the National Institute (Autism Services) is started by the MOE engages ARC(S) to train by ARC(S), and WeCAN training of Education. Institute of Mental Health under Learning Support Coordinators in comes under ARC(S)’s umbrella. • Teachers Trained in Special Dr Sung Min, providing diagnosis managing students with autism At his first National Day Rally, Needs (TSN) course initiated for and support for ASD children and in mainstream schools, as part of Prime Minister teachers in school. adolescents with mental health its In-service Diploma for Learning co-morbidities, e.g. anxiety, ADHD, ARC(S) is approved as an inde- calls for a more inclusive society. • Introduction of Special Needs Support. depression. pendent voluntary welfare Officers (SNOs) — later renamed organisation (VWO). 2002 Allied Educators (AEDs) — in mainstream schools. Start of the Autism Youth Centre ARC(S) launches its WeCAN Early by AA(S) for youths beyond age Intervention Centre with the joining Opening of Singapore Autism 12 (later catering to adults), the of speech and language therapist School, run by AA(S). It is the first government-supported youth Anita Russell and her staff. second autism-specific school in centre for the autism commu- Singapore, providing support for nity, addressing the gap in SPED students with moderate to severe schools. ASD. 20 Making a Difference Together For Review Only Autism in Singapore: Milestones 21

2014 MOE sets up Disability Support Offices (later renamed Special 2016 2012 Needs Services) in institutes of Pathlight School’s enrolment rises to Formation of the Employability higher learning, serving special close to 1,100, with almost 300 stud- and Employment Centre (E2C) needs tertiary students, including ying at satellite classrooms in four 2009 by ARC(S) to provide job assess- those with ASD. mainstream secondary schools. 2011 ments, training and placements The WeCAN Early Intervention for persons with autism capable of Ho Ching carries ADP artist See Toh 2007 Centre becomes the firstA sian Collaboration between AA(S) working with training and support. Sheng Jie’s “dinosaur pouch” on a Formalisation of the Satellite centre to be accredited by the and ARC(S) to rebrand Singapore E2C is the first job centre orf the visit to the White House, bringing Partnership between mainstream National Autistic Society UK Autism School as Eden School, autism community in Singapore. international attention to autism, The and SPED schools, with official outside of the European region, and Autism Youth Centre as Eden Art Faculty and Pathlight School. recognition of the satellite model validating the quality of its Centre for Adults. Enhanced started by Pathlight School with service. service models cover early inter- Chong Boon Secondary School and vention to support in school and in Townsville. The model is deployed adulthood. in Chong Boon, Bishan Park, Yio 2015 Chu Kang, Pierce and Mayflower Extension of Pathlight’s Artist Devel- Secondary Schools. SPED students World Autism Day marked for opment Programme to become share common areas with main- the first time in Singapore, co-­ The Art Faculty at the Enabling stream students, and those who organised by Duke-NUS Graduate ­Village, the special needs hub set are academically able join main- Medical School and Rainbow up by SG Enable under the Ministry stream classes. 2010 Centre, at Rainbow Centre–Yishun The first Purple Parade is held, in of Social and Family Development. 2017 Park School, with autism work- support of inclusion and in celebra- ARC(S) celebrates 20 years of Publication of “Autism Spectrum shops open to the public. tion of the abilities of people with E2C opens a campus at the impacting the autism landscape in Disorder in Preschool Children The first Enabling Masterplan special needs. Conceptualised by ­Enabling Village. Singapore. — Clinical Practice Guidelines (2007–11) is released, a guide for The Institute of Mental Health ARC(S), funded by the Central Sin- (CPG)” by the Academy of developing programmes and ser- launches the Adult Neuro­ gapore Community Development Medicine Singapore (AMS) and vices for people with disabilities in developmental Disorder Service Council, and strongly supported by the Ministry of Health. This is The Autism Network Singapore The third Enabling Masterplan Singapore, including early interven- (ANDS), led by Dr Wei Ker-Chiah, leaders like PM Lee Hsien Loong the first-ever CPG for autism, (ANS) — comprising ARC(S), AA(S), (2017–21) receives a government tion and education for children with the first service to provide mental and DPM Tharman Shanmugarat- providing consensus among Rainbow Centre and St Andrew’s budget of $400 million per year for special needs. health services for adults with nam, the parade draws over 3,000 clinicians and professionals Autism Centre — is formed. The four five years to support individuals autism. participants. on evidence-based diagnosis, VWOs work together on an Enabling with disabilities. assessment and interventions. MasterPlan for the autism commu- nity and on developing services for the community in the future. For Review Only

SECTION ONE BREAKING NEW GROUND For Review Only Reach Me, Teach Me 25

21

This is the story of Loh Wai Mooi and her son group, the first body catering specifically to autism Andrew, now 23. needs in Singapore. A voluntary welfare organi- sation (VWO), AA(S) served as a hybrid of support Theirs is not a rare story. Parents of children with group and help centre, and provided respite care autism could not get structured help in the early for parents and caregivers as well. ’90s. Some parents would send their children for hearing tests, because the kids appeared deaf “Two main challenges faced autism at the time,” and indifferent to conversations around them. recalled Dr Lam Chee Meng, a psychologist who Tests followed tests, and yet there would be no was then working at Rainbow Centre, a VWO serv- conclusion what the problem was. ing those with moderate to severe developmental needs and disabilities. Other parents fretted about their children’s unexplained tantrums or odd behaviours. Some “One, there weren’t enough professionals who resorted to exorcism, while others blamed each knew about it. So diagnosis was missing. It was Reach Me, Teach Me other and ended up in divorce. very hard for parents to go to a place for diagno- sis. The only place was at NUS-Rainbow Centre.” The Birth of the Reach-Me Project Struggling to cope with the demands of caring for more severe cases of autism, a group of par- At the time, a National University of Singapore ents founded the Autism Association (Singapore), (NUS) lecturer by the name of Dr Vera Ber- “In the early 1990s, autism as a developmental “A year later, the paediatrician was still not or AA(S), in 1994. It was essentially a self-help nard-Opitz was working with Rainbow Centre, disorder was not well known, let alone recognised. convinced that there was any reason for con- providing autism assessments with the assis- Getting information and support then was much cern, but to assure me, she gave me a referral to tance of Honours year students she was then harder. a psychiatrist. We were asked to send our son for In the early ’90s, there were few overseeing. a hearing test and other tests, and eventually, in resources for parents of children “When we brought our son for the usual develop- 1997, we were put in touch with a speech therapist. with autism. There was no existing “But it was tough,” Dr Lam said. “If you couldn’t get mental check-ups in 1994 and told the paediatrician The speech therapist was the one who first told us one-stop resource that parents could a diagnosis, you couldn’t get access to the centre.” that he appeared to be developing differently from that Andrew might have autism. turn to right away for information, our eldest, she told us to stop comparing them and direction or help. The second problem was the poor image of to relax. So, we left off intervention. “That marked the start of our journey with autism.” autism. 26 Making a Difference Together For Review Only Reach Me, Teach Me 27

“People saw the difficult behaviours, so their Catherine saw such children at Julia Gabriel impression was very negative,” said Dr Lam. “They Centre, one of the very few private organisations Many children fell between the gaps failed to see the positive side, that when you put offering speech and language therapy at that time. in the system. They did not meet the intervention in, all these behaviours can actually requirement to enter SPED schools disappear. Therefore, schools other than special Concurrently, another speech therapist, Mary (which only admitted students below education (SPED) schools were very reluctant to Yong from Sarawak, who was Head of the Speech a certain IQ level), but they were also take these children. This made it very tough for Enter the Professionals Therapy Department at Singapore General Hospi- not coping in mainstream schools. parents. If your child doesn’t get diagnosed, he In 1995, Catherine Pownall, a speech therapist tal, also noticed a group of schoolchildren caught doesn’t get the services. But once he gets diag- from the UK, was seeing parent after parent with in the same unfortunate situation. nosed, he gets only this service; everybody else children who had autism and were studying in “But when he tried to engage socially at school, will reject him. In a lot of places, it was like, ‘We’ll mainstream schools. These children were able to The two therapists knew each other profes- he got beaten up.” accept him provided your child has no autism’.” perform academically but were facing all sorts of sionally, having met at the Speech and Learning other issues in school. They were being bullied, or Association. They started up a support group for The boy had wanted to be included in activities “There was a real need to help ASD students in being seen by teachers as “difficult” or “problem” parents who were bringing their children in for in school, like football. He would get behind the mainstream schools, to allow them to have a suc- children who were disruptive in class. therapy. football players and mimic their moves. The other cessful life there,” explained Dr Lam. “A lot of them boys, with no understanding that this was how the were really traumatised by their experiences. “Back then, if your kid had learning issues, you “Catherine and I both worked with ASD children,” boy learned, thought he was being facetious and Many left school, some even left the country.” only had a few options: MINDS schools, which said Mary. “The group that fascinated us were the gave him a pounding. catered to those with intellectual disability; the high-functioning children with autism, and those In short, the understanding of autism in Singapore Cerebral Palsy Alliance Singapore School (then with Asperger’s.” “His mother told me sadly, ‘Improve already, still was in its infancy in the ’90s. It was associated the Spastic Children’s Association School); or Rain- get beaten up,’” Mary recalled. with severe behaviourial problems. Only individ- bow Centre,” said Catherine. While Mary and Catherine worked with these chil- uals who had severe autism could be put on the dren to improve their speech and language skills, The need to support this group of children was waitlist for Rainbow Centre’s autism programme. Many children, however, fell through the gaps in they noticed other types of problems as well. evident and urgent. Parents with high-functioning children, how- this system. They did not meet the requirement to ever, were faced with a conundrum: a diagnosis enter SPED schools (which only admitted students Mary gave the example of one 8-year-old, the son “At that time, I was looking at the work that the of autism closed many doors, but the denial of below a certain IQ level), but at the same time, of a cleaning lady and an odd-job labourer. “He National Autistic Society (NAS) in the UK was autism would mean going through mainstream they were not coping in mainstream schools. And was bright,” said Mary, explaining that the boy’s doing,” Catherine recounted. “I wrote to Geraldine education and struggling year after year. there was no solution for them. language skills had quickly improved with therapy. Peacock, who was then the Chief Executive. I said, 28 Making a Difference Together For Review Only Reach Me, Teach Me 29

‘I have a bunch of parents desperate for support. This was by itself a challenge. Parents with spe- You’ve done it, can you teach us how?’ I didn’t cial needs children face myriad struggles and a really expect much but NAS wrote back.” severe lack of time, so getting enough of them to commit to work with the therapists for something In April 1996, the Director of Development for that might or might not directly help their own NAS, Eileen Hopkins, contacted Catherine to say, children was surely going to be a hurdle. “We’re happy to help.” But the need was too great to ignore. Catherine Catherine spoke with her then employer, Julia and Mary took the bold step of calling for a meet- Speech therapists Catherine Pownall (left) and Mary Yong (right), whose work with children with ASD prompted them to address the Gabriel, and shared her vision of developing ing to propose an idea they had for moving things lack of support for these individuals and their parents. services for children with autism. Julia offered forward. The first meeting involved 12 people, Catherine and the parents’ group a venue to meet including Leong Geok Hoon and Teo Puay Khoon, “Existing services cannot provide the number of individual needs of an ‘Asian-based community’. A at the Julia Gabriel Centre at Halifax Road. whose children were under Catherine’s care, as appropriate placements for those children who model that would come under the umbrella of the well as Ho Ching, whose son was seeing Mary for are diagnosed, and offer no programme that will National Autistic Society in the UK as an accred- Catherine and Mary invited Louise Clarke, Kang speech therapy. support the child from the point of initial diagnosis ited service,” Catherine explained. Poh Sim and Tan Kheng Kheng to form the early to adulthood,” she wrote. “Children go undiag- professional team of the project They all had an This meeting became the seed of what was to nosed and misdiagnosed. Professionals can often A world leader in autism, the NAS had agreed with idea of what was needed to move things forward, become the Reach-Me Project. be reluctant to make the appropriate diagnosis for Catherine to assist Singapore in the development but it could only happen if parents put their weight fear that this ‘label’ may exclude the child from a of a roadmap for services for people with autism behind the idea. Catherine and Mary had come up with a plan to place in school.” under the Reach-Me Project. The idea was to address not just the gaps in the existing educa- establish a link with Ministry of Education (MOE) tional system, but the urgent need to increase Catherine acknowledged that no school at that primary and secondary schools, and develop “Existing services cannot provide the the professional knowledge and qualifications of time — whether mainstream or catering to general methods for the inclusion and integration of these number of appropriate placements those working in the special education field. special needs — was able to cater to the distinc- children, as well as tailor a curriculum based on for those children who are diagnosed tive needs of each unique child with autism. mainstream content to help academically able and offer no programme that will In her proposal to the group, Catherine identi- children with autism succeed in school. support the child from the point of fied the key obstacles faced by both parents and “There was an opportunity to develop the first initial diagnosis to adulthood.” professionals. quality-assured, autism-specific service model It was a strong, well-thought-out plan, and Cathe- for Singapore. A model designed to suit the rine and Mary had the willing support of the NAS. For Review Only

SECTION TWO LIGHTING THE WAY For Review Only Shining Through Pathlight 71

5

Parents dream of lifelong support for their dis- Rainbow Centre and ARC(S) worked hard together abled children, especially those who may not to convince MOE to start an autism school. be able to fend for themselves. They worry who will help look after their young ones when they The multiple proposals over the years for a system themselves are no longer around. Parents of ASD of lifelong multi-faceted support for ASD individu- children are no different. als showed the passion and commitment, perhaps desperation at times, of those who have been part Throughout the history of ARC(S), the idea for a of the RMP-ARC(S) journey over two decades. cradle-to-grave support system for ASD individu- als had been separately mooted at various points A Road Less Travelled by different people. After several rounds of discussions over a number of years, the Ministry finally agreed to give the Shining Through Pathlight In 1997, Catherine Pownall, the speech and lan- ARC(S) and Rainbow Centre team a site for a new guage therapist sent to the UK to create a blueprint autism school. Educating Our Young for autism support through the Reach-Me Project, had proposed one in her report upon her return Dr Ng Eng Hen, then Minister for Education, gave to Singapore. an interview to the Sunday Times that was pub- lished on 20 July 2003 and headlined “School for Ezra Chan spent his pre-school years in a main- or small, and also helps him improve in the areas In 2002, Project Platinum was mapped out, chiefly autistic kids to open next year”. The team had five stream kindergarten, where he received guidance where he has challenges. When he started primary by Denise Phua and Dr Lam Chee Meng, for a full- months to get the school up and running. from his teachers but had no friends. school, he did not know how to do MCQs (multiple fledged five-stage plan for autism support from choice questions) and he did not know that some birth to death. This was an updated version of In 2006, Ezra’s mother Emily Lee enrolled him in exam papers were printed on both sides. The Path- Project Legacy, proposed by Denise earlier to the Throughout the history of ARC(S), Pathlight School, a school specifically tailored for light teachers were always there to guide him.” Ministry of Education (MOE). the idea for a cradle-to-grave students with autism, offering both mainstream support system for ASD individuals academic curriculum and training in life skills. The establishment of Pathlight School was a sig- Project Platinum covered the lifelong support had been separately mooted at nificant milestone in all that Reach-Me Project and needs of ASD people, and included an autism­- various points by different people. “Ezra gets a dignified education at Pathlight,” said later ARC(S) set out to do. How did this ground- focused school that offered mainstream academic Emily. “The school celebrates his achievements, big breaking initiative become a reality? curriculum combined with life-skills readiness. 72 Making a Difference Together For Review Only Shining Through Pathlight 73

Up till then, there was no school that catered to teachers cost a lot more than SPED teachers to After many heart-stopping twists and turns, The ARC(S) team studied existing this target group of special kids. Even the financial hire and train. ARC(S) finally launched Pathlight School, the first Special Education (SPED) schools model had no precedence. autism-focused school in Singapore, on 12 Janu- and mainstream schools, but On top of that, time was pressing. The school ary 2004. neither offered an applicable The team started off trying to model the new curriculum had to be written in five months and model. They would have to create school after Rainbow Centre, which was one of teachers had to be hired and trained in autism — a Yew Teng Leong, a board member of Rainbow something completely new. the oldest SPED schools in Singapore. They also task undertaken by Dr Lam and Anita. Centre, became Pathlight’s first non-executive studied mainstream models. But neither existing Chairman. Denise was the School Supervisor from SPED schools nor mainstream schools offered an In addition, the band of volunteers had to see to the board. The first school principal was Peck Soo The team had been given the site of the former applicable model. The ARC(S) team had to create retrofitting, deal with contractors, come up with Hong, a former Senior Inspector of Schools at Chong Li Primary School on Street 44 something completely new. a school name, school uniform, school logo, bal- MOE; she was supported by a teaching staff of 10. as a holding school, but renovation was required ance budgets and canvass for money. and curriculum had to be specially written. Denise “The breakthrough came only when we finally was tasked with coordinating the school project. found our identity,” said Denise. “We were neither a typical SPED school nor a typical mainstream Loh Wai Mooi one night in 2007, my night job was getting me very worried. We had made appeals to foundations for The physical execution was undertaken by a small school. We were the first autism-focused school Vice-President of funds and nothing was forthcoming. I remember team made up primarily of Denise, Jean Koh, Anita that offered a blended approach: mainstream Management Committee and Fundraising stopping by a nasi padang shop along Zion Road Russell, and Jac Ang, a volunteer. Others chipped academics and life skills. From that clarity in posi- Chairperson, ARC(S) one night after my day job was done. While order- in whenever and wherever they could. tioning, we made changes in what we taught, the ing my food to go, I received a call telling me that “My son Andrew was one way we taught, the way we selected and invited one foundation, which had never made a dona- of the 41 students enrolled at Eventually, it was decided that ARC(S) would helm people to join us, and the way we should codify tion for a SPED school before, decided to give us Pathlight School when it started a chance and promised a substantial donation if this new school — Rainbow Centre’s direction had the DNA we want to see at this school.” operations in January 2004. I have stayed on at MOE would allow them to do so. The people at the always been to serve a wide sector of the special ARC(S) because Andrew, once a child with autism, shop must have wondered why I was so happy with needs population, not just autism. Rainbow’s con- Money was also a worry. The team had been given is now an adult with autism. Autism is a lifelong my purchase. Believe me, sayur lodeh and curry tribution was nevertheless valuable to the ARC(S) an old school building and $234,000. developmental disorder. chicken never tasted better! team, who had no experience running a school at “I often refer to my ARC(S) work as my night job, “Miraculously, after that, donations started coming that point. As the new school would offer mainstream cur- with my lawyer work as my day job, and my role as in. Pathlight School was built and none of us had to riculum to children with ASD, the small team wife and mother as my most important job. Well, re-mortgage our homes.” The challenges came fast and furious. discovered to their shock that mainstream 74 Making a Difference Together For Review Only Shining Through Pathlight 75

On 13 November that year, Pathlight School was A buddy school system was set up from the became a full-time volunteer and took on the officially opened by then Minister forE ducation get-go with ACS Primary, Rulang Primary, and roles of Acting Principal and School Supervisor. “Pathlight was meant for students . Chong Boon Secondary, and later, Townsville who were cognitively able, but not Primary and Ang Mo Kio Secondary School, pro- The sacrifices made by those who believed in learning well in mainstream schools. Sized for 400 students, Pathlight School saw an viding inclusion experiences for the Pathlight Pathlight and pulled out all the stops to make it But the perception at the time was initial enrolment of only 41. students. a success have been rewarded with many signif- that SPED schools were for the very icant milestones over the 13 years of the school’s disabled, so there was a fear of Denise explained: “Pathlight was meant for stu- In its second year, Pathlight more than doubled its existence. stigma . . . No one wanted to join.” dents who were cognitively able, but not learning enrolment with 125 students. well in mainstream schools. But the perception at the time was that SPED schools were for the very ARC(S)’s signature fundraising event, A Very Spe- disabled, so there was a fear of stigma. We had because in Pathlight the classes are smaller. And cial Walk, was launched on 29 August 2005, with to give presentations to convince parents to send immediately I saw smiles from him. Within a week proceeds going to the development of Enterprise their children here. No one wanted to join.” in the school, you started seeing these children Learning Centres (ELCs) — the start of creating smile who never used to smile.” meaningful employment training and opportuni- But that was not the case for long. ties for those with ASD. By 11 October 2005, the Significant Milestones of The school did better than survive its first two first ELC, Pathlight Café, was set up, in partnership Pathlight School Fruits of their Labour years. Its second year (2005) ended on a signif- with Starbucks. In breaking the mould of traditional educational When Pathlight School started, it offered only a icant note: all its first batch of PrimaryS chool institutions, being both a mainstream and a SPED primary school curriculum. The sons of Manage- Leaving Examinations (PSLE) students passed. In 2005, ARC(S) received government clearance to school, Pathlight School has accomplished many ment Committee members Loh Wai Mooi and This no doubt added to Pathlight’s cachet as a erect a purpose-built facility for Pathlight School firsts and made significant contributions to the Choong Hui Yeeng were in the very first cohort special and good school. at Ang Mo Kio Avenue 10, where Campus 1 now educational landscape. of students. stands. This was good news, but it also meant True to Pathlight’s vision, co-curricular activities that more funds had to be raised to make the new • Pathlight was the first autism-focused school to “My son was in Primary 4 when he switched to like gymnastics, pottery and swimming were intro- building a reality. offer a unique combination of mainstream aca- Pathlight,” Hui Yeeng said. “It was Dr Lam who duced — opportunities that would not have been demic education and life-skills training. suggested it. Within a very short period of time, possible for these children in a mainstream school In fact, things got so intense that Denise decided I could see a difference. My son didn’t have to because of the extra support needed. to get out of corporate life that year and go full Opened in January 2004, Pathlight was the first handle the hundreds of kids at his old school, time with ARC(S). She sold off her training business, autism-focused school in Singapore. Other special For Review Only

Insights and Interviews Voices from the Community 114 Making a Difference Together For Review Only Insights and Interviews 115

Pathlight Alumni Lives Transformed

Huang Kai Song, now Sherman Ho Wei Jun, now 17, was enrolled in 26, enrolled in Pathlight Pathlight School in January 2006. He was 6 and School in January 2005, had autism and ADHD. when he was 14 years old. When Sherman first entered Pathlight, he would Prior to Pathlight, Kai scream and shout whenever things were not going Song was in a mainstream his way. He was only interested in Science and Huang Kai Song school. He was withdrawn Mathematics and neglected other subjects. He and did not have any interest in school. was also not receptive to feedback from teachers.

Pathlight gave him the courage he needed to With the support of his Pathlight teachers, Sher- progress to GCE O-Levels in 2009, and then to man overcame his early challenges to learn to Sherman Ho Noah Si Temasek Polytechnic. take others’ perspectives into account, and work with his classmates. Noah Si had speech delay and difficulty express- After completing his PSLE in 2009, Noah left It was a proud moment of recognition when Kai ing his emotions when he was a toddler. He had Pathlight to join mainstream Sengkang Second- Song was awarded the Microsoft Unlimited Poten- In May 2012, Sherman participated in the Asian Asperger’s Syndrome and was sensitive to certain ary School. He topped his cohort in Secondary 1, tial Scholarship for People with Disabilities. He Pacific Mathematics Olympiad for Primary sounds like the public announcement system on 3 and 4 and came in third in Secondary 2. He also graduated with a Diploma in Mobile and Network Schools. He emerged in fourth position overall, the MRT. became a Student Councillor and Peer Tutor. Services, and now works at UOB’s Scan Hub. and was the second Singaporean in the top four places. Like many young ASD students, Noah was badly Today, Noah, 20, is pursuing a double degree Kai Song loves to re-assemble and repair com- bullied when he went to a mainstream pre-school, in Computer Science and Mathematics at the puters. During his school days, he worked for his The same year, Sherman scored an outstanding out of ignorance and lack of support then. National University of Singapore. pocket money at Khoo Teck Puat Hospital and aggregate of 273 in the PSLE to become Path- Professor Brawn Café. light’s top scorer. He was accepted into NUS The opening of Pathlight School was timely for He continues to maintain close ties with his alma High School of Mathematics and Science, which Noah. He was among the first batch of ASD stu- mater and has even roped in his secondary school He has also served two years’ national service in accepts students with exceptional talent in maths dents, entering Primary 1 when the school first mates to support Pathlight’s annual fundraising the Singapore Civil Defence Force. and science. opened in 2004. events. 116 Making a Difference Together For Review Only Insights and Interviews 117

Koh Joh Ting Mother of Sean Bay, Pathlight Alumnus

Sean Bay attended two kindergartens and three help them fit the environment of test-taking in primary schools before he found his niche at Path- PSLE, despite the very predictable ways that the light School. Today, he is an ITE graduate and an exam has been set up for decades. Using curtains Art Development Programme alumnus who held to reduce daylight change, putting him in an exam his first public exhibition in November 2016. His room all by himself — these were some of the mother Koh Joh Ting recalled his journey through methods the teachers used to get Sean to do his Pathlight. best.

As parents, our anxiety levels also went down When did Sean apply for Pathlight? How Sean Bay at his first solo art exhibition in because these teachers did not call up frequently 2016; his mother Koh Joh Ting is on the did you hear about Pathlight? to complain about Sean, as had been the case for extreme right. We applied in 2004, after Eunice Tan, the Principal most of the schools that Sean had enrolled at. of ASPN Chaoyang, where Sean was studying at In Secondary School, Sean also got to go to a sat- them all get-well cards, which he personally the time, suggested that we did. She said it would How many years did Sean spend in ellite school. He was so thrilled to be able to clear delivered. be more appropriate for his development, as he Pathlight? What were some of the his N-Levels and make it to ITE. was able to learn, and she was right. highlights of his time there? What are Sean’s future plans? Sean went from being in Pathlight’s Artist He was there from 2006 to 2014. He got to draw As long as humans judge other humans by how What differences did you notice in Sean Development Programme to his own and his drawings were published for the first time “weird” they are in their dressing or manners, Sean after he entered Pathlight? exhibition. What was his art journey like? in the Pathlight publication, Beautiful Minds. We will always be seen as the odd one out. That’s why The teachers used visuals to get Sean to control were really proud, and for him, seeing his work Sean was inspired by Dr Seuss and Geronimo I want to get him training in more art-related or his behaviours. They also used art to reward him if in print was transformative. He went on to do his Stilton and Phua Chu Kang. Painting politicians computer-related fields. he was able to focus. His greatest challenge was is something we did not expect him to do as my PSLE, and then visited Beijing and helped out at He surprised me by landing a part-time job at focusing and learning how to be social. It took at husband and I are both very apolitical by nature. an orphanage with Ms Loy and other teachers. McDonald’s on his own — he is still working part- least two years for him to adjust. But he liked Path- Sean loves painting them because he likes the He joined in the Primary 5 ritual of going to the time there because he loves the job! He has been light. He had a good relationship with his teacher fact that they are reliable, safe, authoritative, and National Day Parade rehearsal — I think it mat- admitted to the Fine Arts Diploma programme at Loy Sheau Mei — he felt calm in her presence. He powerful — like superheroes. tered a lot to him that he did that. He felt included the Nanyang Academy of Fine Arts. He hopes to also liked his art teacher Victor Ong. with all the fireworks.ND P is his staple must-watch And Sean really cares so much for these politi- hold another personal exhibition in five years’ time. I like how the school takes the trouble to under- show every year. cians. When Mr , Mr Lee Kuan Sean has also been interning with Superhero Me, stand its students and proactively find ways to Yew and Mr SR Nathan were in hospital, he made teaching art to kids at MINDS. 118 Making a Difference Together For Review Only Insights and Interviews 119

Elliot Chia Pathlight School Alumnus, now IT Trainer at Pathlight School

Perhaps the greatest reward of seeing a child well When did you come to Pathlight as a What did you do after secondary school at supported through school is when he returns to student? Pathlight and how did you train to teach IT? the school — as a teacher. Elliot Chia is currently I came midway through Primary 4 from Tao Nan I took a three-year digital animation course at Sin- a Trainer in the IT & Design Academy (ITDA) while School. That would have been in 2005 when I was gapore Polytechnic. I was not trained to teach IT waiting to enter university. 10 years old. — I just thought I would try teaching IT to Path- Before transferring to Pathlight, Elliot had been lighters who had potential for IT-related jobs misunderstood by his teachers and friends, and What were your favourite things about which may include animation. had been bullied in his mainstream school. After studying at Pathlight? he moved to Pathlight in 2006, with the support of The teachers were friendlier as they understood What made you decide to return to his teachers, Elliot blossomed. He was given many how I behaved and, as a result, I enjoyed learning. Pathlight to serve as a part-time Trainer? opportunities to shine. He participated actively in I enjoyed the deeper interactions the teachers had I thought I should gain some experience working school events and was a student councillor. with me and my classmates. before entering Digipen University in September 2017. In 2012, Elliot was one of three students selected Did you have a favourite teacher? to represent Singapore at the 2nd ASEAN Chil- How long have you been an ITDA Trainer dren’s Forum. The same year, he completed his My favourite teacher back then was Mr Darren and what do you do as a Trainer? GCE O-Levels with an L1R4 of 12 points, qualifying Poh in Secondary School. He was friendly but firm to study Digital Animation at Singapore Polytech- when teaching me. He helped me understand that I assist the senior ITDA Trainers in preparing teach- nic. He was also offered a scholarship by the I had to work towards not engaging in distracting ing materials and resources. I also co-taught a polytechnic. behaviour or arguing with friends. Robot holiday workshop for our primary school students during the December school holidays When did you discover you were good at Elliot Chia (left) as a teaching aide at Pathlight School. last year. IT? I did not really discover I was good at IT — I’ve What is the thing about your job that makes just liked using computers to do things since I was you most satisfied or happy? very young and I gradually grew accustomed to Potentially helping students learn IT to get a job more complex programs. and earn money for themselves as a step towards independent living. For Review Only

SECTION THREE THE PATH AHEAD For Review Only One Dream, Many Hands 129

9

It makes sense to collaborate in seeking solutions to common issues. To that end, ANS is open to other VWOs, even government and other related stakeholders.

The formation of ANS dovetailed with the gov- ernment’s drive to create a more inclusive society.

“As Singapore aspires to be more inclusive,” noted Yew Teng Leong, President of Rainbow Centre, “there is a greater need for key service providers to collaborate and ensure better life outcomes for the special needs community. ANS is our way of adopting a more strategic approach to pro-ac- tively identify and address sector-wide issues and Formation of Autism Network Singapore (ANS), April 2015. One Dream, Many Hands gaps, increase public awareness of autism, and mobilise the village for the autism cause.” In the words of Denise Phua, “The four VWOs Autism Network Singapore Combines Strengths all have different cultures and expectations, but Ho Swee Huat, Chairman of AA(S), explained that we have commonalities: we share the message “ANS was set up so that the four VWOs on the of people being part of the solution. We all want front-line of serving those with autism can coor- government and society to not see the special In April 2015, in conjunction with World Autism This alliance, Autism Network Singapore (ANS), dinate our efforts, reduce duplication and share needs community as charity, but as part of the Awareness Day, the autism community in Singa- was formed to enable the community to be pro- experiences. I hope that ANS will be a unified nation. To include them as family, not footnotes. pore reached a significant milestone. An alliance active and strategic in dealing with gaps in the and significant voice to help raise the standard There needs to be a shift. They’ve been treated as was forged, comprising four key volunteer welfare support for those with autism — a number esti- of support and services for people with autism pity projects for a long time. This can help society organisations that support persons with autism: mated at around 30,000 persons. in Singapore.” mature.” Autism Resource Centre (Singapore), Autism Asso- ciation (Singapore), Rainbow Centre Singapore and Each organisation has its own direction and prior- St Andrew’s Autism Centre. ities, yet they face similar issues and challenges. 130 Making a Difference Together For Review Only One Dream, Many Hands 131

agencies, service providers, and persons with greater success of the disabled person — some- once their parents are no longer around. The disabilities and their caregivers. The recommen- thing that ARC(S)’s E2C is already doing and could majority of people with autism are not capable dations were based on feedback gleaned from potentially be a model for the larger community. of living independently. Expecting siblings to care interviews with 400 people. for them, especially those who are more severe, One key concern that the Enabling Masterplan will impose a burden which will make it difficult Among the recommendations, which included a deals with is the lifespan of the disabled person, for the siblings to lead a normal life and set up Part of the Masterplan dedicated government office to meet the needs a concern shared by ANS. their own families.” The top priority for ANS in 2017 is to plan for the of the disabled comprehensively and across life next five years. stages, was a call for stronger partnerships within “Autism has no cure and is a lifelong disability,” Hence the need for ANS, and society at large, to and across the sectors of social service, education explained Swee Huat. “The greatest shared con- collaboratively map out solutions. “ANS will consult with the community to develop and health, to reduce duplication of services and cern is the long-term care for adults with autism an Enabling Masterplan to maximise the potential maximise resources for quality services. This is of persons with autism in Singapore,” said Denise. what ANS was set up for. “The plan will cover early intervention, lifelong Eddie Koh those who have reached 18 or 19, but we do accept education, employment, residential, caregiving Other recommendations included more oppor- Founding President, Autism those above that age. Right now we are looking at and independent living skills, in addition to raising tunities for interaction between students in Association (Singapore) students who can learn a skill, whom we can help to develop that skill. awareness, supporting inclusion and celebrating mainstream and SPED schools, the promotion and current Chairman of Eden School the abilities of persons with autism.” of inclusive hiring, and educating and involv- “Back in the ’90s, people didn’t know what autism was. One day when my son was sick with the flu, I ing employers in the training process to ensure “Autism Association (Singa- took him to a general practitioner. The doctor told This will be part of the third Enabling Masterplan, pore) was formed in 1992. All of us were parents of children me, ‘Your son is very unhelpful, maybe he’s autistic.’ a national roadmap to guide initiatives for the dis- with autism. That was our main difference from I didn’t know what autism was; I thought it was just ability sector from 2017 to 2021. In December 2016, another temporary sickness. So I replied, ‘Okay, so Autism Network Singapore (ANS) was ARC(S), which was started by both professionals 20 recommendations were released, centred on give him a pill.’ formed to enable the community to and parents. three key trends: the longer lifespan of people be proactive and strategic in dealing “AA(S) and ARC(S) are in the same family, doing dif- “Sebastian is now 30 years old. He is independent with disabilities, an increasing number of persons and working. He is very good at certain aspects of with gaps in the support for those ferent but complementary work. Denise is School with autism, and an ageing population. life — for example, he never gets lost. He has skills with autism — a number estimated at Supervisor for both Pathlight and Eden. There are now Eden Schools for different age groups. We I don’t have!” around 30,000 persons. These recommendations were made by a also have an Adult Centre offering a programme for 22-person expert panel comprising government 132 Making a Difference Together For Review Only One Dream, Many Hands 133

The Purple Parade celebrates the abilities of people with special needs, including those with autism.

Creating a Culture of Inclusion: Co-organisers of The Purple Parade 2016 included The Purple Parade AA(S), ARC(S), Association of Persons with Special Needs (APSN), Movement for the Intellectually Dis- Building inclusion is a key strategy to continued abled of Singapore (MINDS), SG Enable, Muscular support in the future for those with disabilities, Dystrophy Association Singapore (MDAS), National including persons with autism. Autism Network Sin- Council of Social Service, Singapore Association of gapore (ANS) is a community within a larger special the Visually Handicapped (SAVH), SPD and Singa- needs community. pore Association for the Deaf (SADeaf). In 2013, the Central Community Development The Purple Parade has received strong support, Council, of which Denise Phua is Mayor, launched including that of Prime Minister Lee Hsien Loong. The Purple Parade to “support inclusion and cel- In 2016 and 2017, Deputy Prime Ministers Tharman ebrate the abilities of people with special needs”. Shanmugaratnam and Teo Chee Hean were the This special carnival and parade is held each year guests of honour, respectively. in November to promote awareness of the special needs community and showcase the abilities of From 3,000 participants in 2013, The Purple Parade those with special needs. has steadily grown. Its 2016 edition saw over 10,000 attendees at the event grounds at Suntec Singapore. Deputy Prime Minister Tharman Shanmugaratnam, guest of honour at the 2016 Purple Parade. For Review Only

Appendices 144 Making a Difference Together For Review Only Appendices 145

APPENDIX A: ABOUT AUTISM

What is Autism? The word “autism” comes from the Greek autos, — affects how a person communicates with and developmental disorder that is characterised by which means “self”. A person with autism is often relates to other people, and how they experience two groups of impairments. The first involves dif- described as one who lives in a world of his own. the world around them. ficulties in social communication and interaction. The second involves restricted or repetitive pat- Autism Spectrum Disorder (ASD) — which includes According to a widely used international classifi- terns of behaviour, interests or activities, including conditions previously described as autism, cation system called the Diagnostic and Statistical hypo- and hyper-sensitivity. Asperger’s syndrome, autism disorder, and so on Manual (Version 5), or DSM-V for short, ASD is a

Restricted, repetitive patterns of behaviours, Social Communication and Interaction interests or sensory needs

Differences Strengths Differences Strengths Individuals with ASD often have difficulty Some individuals with ASD may therefore prefer to Individuals with ASD often show a preference for There are tasks and jobs that require a high understanding other people’s feelings and devote themselves to their assigned tasks, which routines, sameness and the familiar. standard of routine and maintenance of consistency. intentions. This difficulty can sometimes make it may lead to greater efficiency and productivity. While some people may easily get bored with these hard for them to navigate the social world. jobs, some individuals with ASD will like them and find them motivating. Individuals with ASD may behave in “strange” or Others have shared that they appreciate the inappropriate ways when they interact with other refreshing perspective, honesty and sincerity It can be difficult for individuals with ASD to develop Some individuals with ASD develop strong interests people because they do not pick up on abstract that individuals with ASD bring to their social the motivation to study topics that they are not from a young age, resulting in an encyclopedic social rules naturally. As such, some of them find it relationships. interested in. knowledge of their interest areas. Their interests difficult to form friendships. can sometimes be channelled into meaningful occupations, greatly increasing their quality of life. Some individuals with ASD have limited (or no) The preference for visual over auditory channels speech, and may benefit from using other forms for communication is often beneficial to the wider Individuals with ASD can sometimes find it difficult Individuals with ASD often show great attention and of communication, e.g. sign language or visual community — visual information gives us more time to grasp the “big picture”, such as when learning care to details. This strength stands them in good symbols. to process what is being communicated. new content or during conversations. stead in activities such as quality control and data entry. Some individuals with ASD have a very literal For individuals with ASD with strengths in language, understanding of language. They may find it difficult their messages are often clear and direct. They Some individuals with ASD may be over- or under- Sensory strengths can also be an advantage: to integrate tone of voice, social context and body mean what they say — others don’t have to second- sensitive to sounds, touch, tastes, smells, light, sensitive ears can be useful for a musician, sensitive language with speech during communication. As guess their intentions. temperature, etc. tastes can be useful in the food industry, and such, they may struggle with understanding jokes a sensitive nose is sought after in the perfume and sarcasm. industry. 146 Making a Difference Together For Review Only Appendices 147

Common Myths about ASD MYTH ASD people cannot talk. MYTH autism can be cured. MYTH ASD is the result of bad parent- ing. FACT Communication is more than talk- FACT There is currently no documented MYTH ASD individuals avoid social ing. Some ASD individuals will develop speech cure for autism. Individuals with autism respond FACT There is clear evidence from research that contact. seemingly effortlessly, but require help or train- very well to structured early intervention, educa- autism is not caused by bad parenting. ing to communicate appropriately with their peers. tion and vocational programmes that leverage on FACT ASD individuals are often keen to make Others will require assistance to communicate the unique learning style of ASD students. friends but may find it difficult. their basic needs and wants, using a combination What Causes Autism? of words, gestures, and augmentative communi- Research has shown that autism is a lifelong cation systems. MYTH asd people can outgrow their disability linked to the development of the brain, which may occur before, during or after MYTH ASD individuals do not have condition. birth. Research has also shown conclusively feelings and thus are unable to show FACT Children do not “outgrow” ASD but symp- that autism is not the result of bad parenting or affection. MYTH ASD individuals cannot lead toms may lessen or change as they develop and immunisation programmes. independent and successful lives. FACT ASD individuals can and do give affection. receive appropriate learning interventions. While the causes of autism are not yet fully understood, research suggests a biological However, due to differences in sensory processing FACT Given appropriate education, many ASD stu- correlation affecting the parts of the brain that and social understanding, the display of affection dents can grow up to be successful contributors process language and sensory information. may appear different from typical people. Under- to society, though others with severe disabilities MYTH All ASD individuals have a spe- Other research findings suggest that in individ- standing and accepting these differences is key. may need lifelong support. cial talent or savant skills. uals with autism, there may be an imbalance in certain chemicals in the brain. Genetic factors FACT ASD individuals have a range of may be involved, with boys four times more abilities, from the severely disabled to the mildly MYTH ASD people do not make eye likely to be affected than girls. MYTH asd is the result of immunisation. disabled. The majority may perform very well in contact. In reality, autism may develop from one or a their area of interest, far exceeding their capabil- FACT There is clear evidence that combination of several “causes”, and is often FACT When ASD persons feel relaxed and con- autism is not caused by immunisation. ities in other areas of development, or the skills hard to diagnose. fident with their communication partner, eye of their cohort. An estimated 10 percent of ASD The claim that ASD is caused by the MMR vaccine KK Women’s and Children’s Hospital and the individuals may have special abilities in areas like contact can be quite spontaneous. It is never a has been debunked by research. National University Hospital estimate that one good idea to force a person with autism to have art, mathematical calculation and memory. in 150 persons has autism. eye contact. 148 Making a Difference Together For Review Only Appendices 149

APPENDIX B: APPENDIX C: ARC(S) CORE SERVICES AUTISM NETWORK SINGAPORE (ANS) MEMBERS

Autism Resource Centre Autism Network (Singapore) Singapore

Pathlight WeCAN ADP/The E2C School EIP Art Faculty

Autism-focused Early Intervention Artist Develop- Employability school offering Programme for ment Programme, and Employment mainstream aca- young children nurturing and Centre, providing demic curriculum with ASD (aged showcasing stu- skills training, job Autism Autism AWWA Rainbow St Andrew’s together with life 2–6). dents who show placements and Association Resource Centre Autism skills training. strength in art. job support. (Singapore) Centre Centre (Singapore)

Serves individuals Serves children Serves a broad Serves children Serves persons with autism across and adults with range of the and young people with moderate various ages and autism through a community, from with moderate to severe autism severity. AA(S) runs wide range of ser- children with to severe devel- and their fami- Eden Children’s vices. ARC(S) runs special needs and opmental needs, lies. SAAC runs St AITC Library & Student Eden Centre (for Early Pathlight School multiple disabilities including autism. Andrew’s Autism Training Info Service Enrichment School Intervention), Eden (for students aged to families and Rainbow Centre School (for stu- School (Pathlight’s 7–18), as well as seniors. AWWA runs special edu- dents aged 7–18) Autism Interven- Resource Library School holiday Run by AA(S), sister school) and programmes for School provides cation programmes and a Day Activity tion, Training and and Information programmes for Eden School is Eden Centre for Early Intervention, special education at Margaret Drive Centre (for adults Consultancy for Service, providing ASD students, Pathlight’s sister Adults, among employment and to children (aged School and Yishun 19 and up), among caregivers, profes- autism-related including sports, school, serving other programmes. enrichment. 7–18) with autism. Park School. other services. sionals, educators ­reference materi- games, speech and students with more and organisations. als to the public. drama, and crafts. severe autism. 05/10/2017 8:35 AM

p Celebrating 20 Years of of Years 20 Celebrating (Singapore) Resource Centre Autism Parents and Professionals and Professionals Parents in Partnershi MAKING A A MAKING DIFFERENCE TOGETHER

MAKING A DIFFERENCE TOGETHER community ISBN 978-981-4751-54-4 ,!7IJ8B4-hfbfee! Only Review Review For For As recently as the 1990s, support for people with autism with autism people the 1990s, support for as recently As undiagnosed went children Many non-existent. almost was school. at and struggled and professionals parents passionate band of In 1996, a small Reach-Me Project, initiative, Their change that. to out set services. Reach-Me autism-specific of pioneered a range ARC(S). charity became the autonomous eventually has made ARC(S) that the transformations This book traces years, 20 the last landscape over autism in Singapore’s outreach and training diagnostic, of the introduction from School, Singapore’s Pathlight up of the setting services to school. autism-specific first helping hands and generous many of This is the story sow to together coming individuals and organisations an create to worked they Together, change. the seeds of a difference. made they Together, all. for inclusive society ARC book cover.indd 1