28 Global Education Review 3(3)

Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice

Zachary Walker National Institute of Education, Singapore

Shobana Musti-Rao Pace University

Abstract Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in science, math, and reading achievement on international assessments, many students with special needs still receive their education in schools separated from their mainstream peers. In 2004, Prime Minister Lee Hsien Loong discussed a new vision of Singapore becoming an inclusive society that embraces all individuals with special learning needs. In this manuscript, the authors provide a brief history of Singapore and its education system and explore how PM Lee’s vision of an inclusive society has shaped practice and policy in Singapore schools in the last decade. Specific ideas and next steps for creating an inclusive Singapore for individuals with disabilities are discussed.

Keywords inclusive society, inclusion, Singapore, education, special needs, social inclusion, education policy

Introduction vast array of challenges unique to their Building an inclusive society in which all people educational systems, it becomes apparent that can participate effectively and live together inclusive societies are intricately tied to social requires understanding the importance of an ______Corresponding Author: inclusive educational system and its impact on Zachary Walker, National Institute of Education, Singapore development as a key principle to attain and sustain a quality education for all (UNESCO, E-mail: [email protected] 2009). As countries of different regions face the

Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Walker, Zachary & Musti-Rao, Shobana (2016). Inclusion in high achieving Singapore: Challenges of building an inclusive society in policy and practice. Global Education Review, 3 (3). 28-42

Inclusion in high-Achieving Singapore 29 inclusion policy initiatives and developments in marginalized by the education system (third education. Governments are becoming core idea). Finally, in current literature and increasingly aware of the need to revisit their policy, inclusive education not only includes educational systems as they attempt to define improving the capabilities of entire education what an inclusive society is and how to make systems, but also emphasizes that these systems inclusion truly effective (Opertti et al., 2013). In deliver a quality education for all (fourth core order to create inclusive educational systems, it idea). Therefore, it is helpful to think of is imperative to first acknowledge what inclusion inclusive education as a framework that means for society and for students in schools. supports the teaching and learning of the skills The definition of inclusive education has long and attitudes required to support a diverse been debated (Ainscow, Dyson & Weiner, 2012), population of learners. In addition, teachers and and it may be best to think of inclusive education learners in inclusive environments have the as the foundation for building an inclusive opportunity to practice those skills and attitudes society. In order to establish an inclusive through interactions with a diverse population perspective, it is important to also understand including learners with and without disabilities. what does not constitute an inclusive education. These four core ideas should assist education According to Opertti and colleagues leaders and policymakers in creating coherent (2013), inclusive education is not advocating for and comprehensive systems (Halinen & resources, basic infrastructure, technology or Järvinen, 2008; Savolainen, 2009; Thuneberg et equipment, nor is it merely adjusting the al., 2012). curriculum to make learning easier, introducing Unfortunately, inclusive educational new professional development for teachers, or policies are often victim to long-standing requiring a class on students with special needs attitudes and structures that inhibit and delay for pre-service teachers. Instead, Opertti, progress despite well-intentioned plans and Walker, and Zhang (2013) frame their public pleas. For example, inclusive policies and discussion on inclusive education around four practices are often left to departments/divisions core ideas that were developed and established of special education and the focus is primarily on by international governing bodies. The first core educating students with disabilities in idea as indicated in the United Nations mainstream schools (Amadio, 2009; Amadio & Declaration of Human Rights in 1948 views Opertti, 2011; Cedillo, Fletcher, & Contreras, inclusion from a rights-based approach and 2009; Garcia-Huidobro & Corvalán, 2009; posits that all individuals have the right to an Opertti et al., 2013). In most parts of Asia, education. Influenced by the 1994 Salamanca inclusive practices have been limited mainly to Statement and Framework for Action on Special students identified as having special needs, Needs, the second core idea brought attention to generally those with physical and/or mental creating optimal learning conditions for children disabilities, as well as refugees (UNESCO-IBE, categorized with special needs. Six years later at 2008; Zagoumennov, 2011). The Dakar the World Education Forum in Dakar, Senegal, conference of 2000 promoted the visualization the definition of “Education for All” was of inclusive education as a dual-part process in expanded to include any individual who was which both equity and equality are prioritized. 30 Global Education Review 3(3)

The fact that more individuals with disabilities an inclusive curriculum, and (e) empowering are receiving schooling is noteworthy, but it is inclusive teachers to address the diversity of also important that the schooling they receive is learners. equal to their non-disabled peers and of high quality (Opertti et al., 2013). As the United Education in Singapore States learned in the landmark case of Brown vs. The global drive to promote inclusive education Board of Education “separate but equal” may be is progressively spreading across countries in the satisfactory in theory but may lead to Asia-Pacific region (Forlin, 2010) and spurring substandard practice (Brown vs. Board, 1954). governments to reconsider education policies Although it has been well-documented that that discriminate against children with special exclusive education is rarely equal, equitable, or needs. This is especially true in a young nation of high quality, scholars point out that inclusive like Singapore where the education system is policy is still not adopted or accepted by many continually evolving to keep up with the rapid educators and societies (Fuchs & Fuchs, 1994; globalization of the world (Tan, 2008). Brantlinger, 1997; Sebba & Sachdev, 1997). In Singapore’s Ministry of Education (MOE) is the fact, many “educationalists resist the idea and governing body responsible for the formulation some disability-focused organizations argue for and implementation of education policies. The separate and specialist services” (Opertti et al., leadership in Singapore has constantly and 2013, p.166). The decision about what is consistently emphasized that the people of equitable for students with disabilities is key to Singapore are its only natural resource creating long-term policies and procedures (Gopinathan, 2012; Lim & Nam, 2000) and that (Roegiers, 2010; Opertti, 2011). the mission of the MOE is to shape young people In this paper, we provide a brief history of who will, in turn, guide the future of the nation Singapore and its education system, specifically (MOE, 2015). As a result of the government’s the history of special education service delivery. focus on developing its people, the MOE has We discuss current issues and challenges that responded to the growing demands of a global face Singapore in becoming an inclusive society economy with several initiatives. The “Thinking and offer some recommendations on how Schools, Learning Nation” initiative unveiled in inclusive education can play a role in making 1997 resulted in a heavy focus on teacher Singapore a more inclusive society. We frame training and professional development (Goh, these challenges and opportunities under the 1997). Subsequent initiatives such as “Teach umbrella of the five policy priorities that Opertti Less, Learn More” (MOE, 2005) and the current and colleagues (2013) identified as critical to the model for professional development, called development of inclusive societies. These five “Teacher Growth Model” (MOE, 2012) priorities include (a) creating a common societal emphasize the need for capacity building at all understanding of inclusive education, (b) levels of the educational system. The “Teach promoting fundamental mindset changes, (c) Less, Learn More” initiative focused on helping restructuring schools to provide comprehensive teachers and schools to master the fundamentals support to all learners, (d) addressing of effective teaching so that students are expectations and needs of all learners through engaged, learn with understanding, and are Inclusion in high-Achieving Singapore 31 developed holistically beyond solely preparing History of Special Education in for tests and examinations (MOE, 2010). The Singapore Teacher Growth Model places a heavy emphasis After independence in 1965, the governmental on Personal Learning Communities (PLC’s) education system in Singapore paid little within schools and situated professional attention to the education of those with development led by teachers themselves. disabilities or special needs. To fill the need, Singapore currently spends close to USD charitable organizations created special schools $8 billion on education, accounting for more that provided more intensive instruction and than 20% of total government expenditure provision for students with disabilities (Lim & (Ministry of Education, 2013). Starting with a Nam, 2000; Poon, Musti-Rao, & Wettasinghe, focus on providing basic literacy for the masses 2013). As the nation continued to flourish in the in 1960’s and 1970’s, the socio-economic 1980’s and 1990’s, more attention was paid to revolution in 1980’s led to a focus on efficiency- the academic success Singaporean students were driven education in which students attended having and an unplanned but ongoing schools based on their perceived aptitudes and separation occurred between those who learned abilities (Song Weng, Walker, & Rosenblatt, in traditional ways and those that did not. 2015). The priority placed on education has Slowly, Singapore formed a dual education helped Singapore become one of the world’s best system that is now divided into two categories: performing educational systems (Learning mainstream schools and special schools (Poon et Curve, 2015). Singapore is now recognized as a al., 2013). Mainstream schools are traditionally world leader in education as Singaporean comprised of typically developing students while students continually achieve high scores in special schools are responsible for educating mathematics, science and language in students with disabilities. The MOE and international comparisons such as the Program National Council of Social Services (NCSS) for International Student Assessment (PISA), currently support 13 Volunteer Welfare Trends in International Mathematics and Organizations (VWO) in the administration of Science Study (TIMSS), and Progress in 20 special schools (MOE, 2015a). As shown in International Reading Literacy Study (PIRLS) Table 1, the special schools differ in programs according to the Organization for Economic Co- and curriculum designed to cater to distinct operation and Development (OECD) (OECD, disability groups (e.g., autism, visual 2011). Despite these rankings Singapore impairment, multiple disabilities). In 2012, the continues to practice a dual education system in MOE released Living, Learning, and Working in which students with special needs are educated the 21st Century: A Special Education in separate environments (Lim & Nam, 2000). Curriculum Framework (MOE, 2012) providing

special schools with a common curricular framework for service delivery. Use of the framework is not mandated, however, and teachers and schools can use a separate curriculum or plan their own based on student needs. 32 Global Education Review 3(3)

Table 1 Special Schools in Singapore Voluntary Welfare School Disability Groups Age Group Organisation (VWO) Chaoyang School 7-12 years old Association for Persons Delta Senior School 7- 18/21 years old with Special Needs Katong School 7 - 18 years old (APSN) Tanglin School Mild Intellectual 13 - 18 years old Metta Welfare Disability; Mild Autism Metta School 7 - 18/21 years old Association Presbyterian Grace Orchard School 7 - 18 years old Community Services Fernvale Gardens School Lee Kong Chian Movement for the Gardens School Moderate Intellectual Intellectually Disabled 7 - 18 years old Towner Gardens Disability; Autism of Singapore (MINDS) School Woodlands Gardens School Asian Women’s Welfare Association AWWA School 7 - 18 years old (AWWA) Multiple Disabilities; Rainbow Centre - Autism Margaret Drive School Rainbow Centre Rainbow Centre - Yishun Park School Cerebral Palsy Alliance Cerebral Palsy Alliance Singapore School Multiple Disabilities 7 - 18 years old of Singapore (CPAS) (CPASS) Autism Resource Pathlight School 7 - 18/21 years old Centre (Singapore) Autism Association Eden School Autism 7 - 18 years old (Singapore) Saint Andrew’s Mission St Andrew’s Autism 7 - 18 years old Hospital (SAMH) School Canossian Daughters of Canossian School Hearing Impairment 7 - 14 years old Charity Singapore Association Visual Impairment; of the Visually Lighthouse School Autism; Hearing 7 - 18 years old Handicapped (SAVH) Impairment Singapore Association Singapore School for Hearing Impairment 7 - 18 years old for the Deaf the Deaf Table 1

33 Global Education Review 3(3)

Singapore’s Move to Inclusion Masterplan ensured that human and financial The most recent change in Singapore’s journey resources were better dedicated to early to inclusion can be attributed to two major intervention, to support for teachers and events in this millennium (Poon et al., 2013). caregivers, and to transition planning – all First, Prime Minister Lee Hsien Loong decreed critical areas for creating an inclusive society “all communities will progress and no one will and ensuring that individuals with disabilities be left behind… We must also have a place in our have a productive and beneficial future for both hearts and our lives for the disabled, who are our themselves and society. brothers and sisters too” (Lee, 2004). Although The move to inclusion resulted in a dual system in Singapore still exists, PM Lee’s increased support for students identified with declaration generated increased discussion disabilities in mainstream schools. The National about how to accommodate students with Institute of Education was contracted to conduct special needs in mainstream schools. The MOE both the Teachers Trained in Special Needs responded by focusing on areas such as teacher (TSN) and the Allied Educator-Learning and awareness, compulsory pre-service training on Behavioral Support (AED-LBS) programs. The special needs and increasing the number of AED-LBS Program, launched in 2004 is specialists in schools. The Prime Minister’s comprised of a one-year training for individuals decree encouraged a shift from the practice of interested in supporting teachers in the restricted learning environments for students classroom. The TSN program was launched by with special needs to a more open and the Ministry of Education in 2005. The TSN conscientious mainstream system (Nonis, program requires 10% of primary teachers and 2006). 20% of secondary teachers from mainstream The second major event contributing to schools to complete a three-course sequence Singapore’s pragmatic move to an inclusive over an academic year, to help students with society occurred when the 2007-2011 Enabling learning disabilities (MOE, 2015b). Each course Masterplan was released (Steering Committee lasts three full days and is fully paid for by the on the Enabling Masterplan, 2007). The Ministry. However, the dual education system masterplan made six key recommendations for still exists and it is important to acknowledge the special education. These recommendations issues surrounding this system and the included: (a) the MOE taking over both early challenges it poses to making Singapore an intervention and special education, (b) a more inclusive society. purposeful and deliberate assimilation of students with special needs into educational Issues and Challenges to Inclusive settings that integrate the dual education Education in Singapore system, (c) the development of better prepared Ainscow and Miles (2008) contended that schools and staff, (d) increased funding of inclusive education requires mainstream schools support services such as sports groups, to have an inclusive orientation, recognizing that volunteer organizations, and other community no differentiation should be made among services, (e) improved delivery of education, students. The same sentiment resonated at the support, and training to empower families and 2008 International Conference on Education, caregivers, and (f) a more intentional focus on where over 100 Ministers of Education and 153 transition planning and management within countries endorsed inclusive education “as a schools. In summary, the 2007 Enabling 34 Global Education Review 3(3) general guiding principle to strengthen addition to these existing institutional barriers, education for sustainable development, lifelong cultural beliefs and attitudes towards individuals learning for all and equal access of all levels of with disabilities exacerbated the problem. society to learning opportunities” (UNESCO- Singapore prides itself on having a society in IBE, 2008, p. 3). More recently, the UNESCO which people from four major races – Chinese, Education For All Monitoring Report (UNESCO, Malay, Indian, and Eurasian – live 2010) emphasized three broad sets of policies harmoniously. Despite such rich diversity, “the for guiding inclusive education policy including: most troublesome barriers to inclusion come accessibility and affordability, learning from entrenched values, attitudes and behaviors environment, and entitlements and that disdain and/or disregard the idea of a just opportunities as benchmarks for integrating society; that do not recognize or accept diversity inclusive educational policy (UNESCO, 2010). as key foundation of a more inclusive and Although these policies are helpful, there are cohesive society, and that do not consider the also many issues and challenges when viewing scope and implications of glaring social and inclusive education as a pathway to inclusive educational gaps as a priority issue” (Opertti et societies. The issues and challenges that are al., 2013, p. 160). most prevalent in Singapore include: (a) the Lim and Choo (2002) pointed out that cultural and institutional barriers that prevent disability, in Singapore, is considered by some as the democratization of educational a personal tragedy and a private burden to bear. opportunities, (b) a curricular and pedagogical Traditionally, the care of people with disability is focus on standardized assessment scores, and (c) considered the responsibility of the family with a teacher training program that does not provide institutionalization as a secondary alternative adequate training on supporting and developing (Komardjaja, 2001). Integration of people with individual learners within the classroom disabilities in mainstream society can play a community for pre-service teachers entering the critical role in overcoming these institutional profession. A closer look and understanding of and cultural barriers. For example, Thaver, Lim, these challenges is important for moving and Liau (2014) reported that pre-service forward. teachers with training in special needs and those with the most contact with people with Cultural and Institutional Barriers disabilities displayed significantly more positive As Lim and Nam (2000) point out, the dual attitudes towards inclusive education than system in Singapore is a significant barrier to the teachers without training or experience working integration of people with disabilities. Although with people with disabilities. many of the policies and procedures Inclusive societies are built when implemented in Singapore were meant to help institutional barriers, such as the dual education build a country that could flourish and develop system, and cultural barriers, such as beliefs and its human capital, these policies minimized attitudes, are overcome by thoughtful, deliberate opportunities and excluded individuals with planning. With gradual changes brought about disabilities from mainstream education. For by the government, Singapore joined 132 other example, exempting students from the countries in committing to equal rights and compulsory mainstream education and allowing dignity for people with disabilities through the them to attend special schools only deepened the United Nations Convention on the Rights of divide between mainstream education and People with Disabilities (Ministry of Social and special education (Poon et al., 2013). In Family Development, 2013). While this is Inclusion in high-Achieving Singapore 35 certainly progress, in order for attitudes to Teacher Training change it is important to begin exposing children Another way to understand the disparity early to those with disabilities through an between the education of mainstream students inclusive school system, and continuing on to and students with special needs is to examine vocational, leisure and recreational, and other teacher preparation and training in Singaporean environments. schools. Admission requirements to the National Institute of Education (NIE), where all Curricular and Supporting teachers are trained, are very high for a Barriers for Students in Inclusive mainstream teacher. There are three ways to become a mainstream teacher: (a) receive a 2-3 Schools year diploma, (b) complete the one-year National exams are part of the compulsory postgraduate diploma in education (PGDE) if education in Singapore. Singaporeans take great already a bachelor’s degree holder, or (c) receive pride in national examination results and there a four year bachelor’s degree (B.A. or B.S.) in is a sense of overwhelming pressure for the education. All prospective mainstream teachers children, teachers, and parents when exams are are strongly encouraged to pursue a bachelor’s administered each year (Ang & Huan, 2006). degree. Although mainstream teachers are encouraged Conversely, the path to becoming a special and willing to support students with special educator is not nearly as difficult or needs in classes, the emphasis on covering comprehensive. An individual who wants to curricular content in preparation for the teach students with special needs can either national exams does not provide adequate become a Special School Teacher (SST) working support to students with special needs. Whereas in a special school as a lead teacher or an Allied mainstream teachers are being trained to work Educator - Learning and Behavioral Support with students with special needs as part of the (AED-LBS) at a mainstream school. Together Teachers Trained in Special Needs (TSN) with mainstream teachers who have been program, large class sizes (i.e., 1 teacher: 35-40 trained in the TSN program, AED-LBSs support students) do not provide the academic and students with mild special needs (e.g. dyslexia, learning supports students with disabilities need autism spectrum disorders, and Attention to succeed in mainstream schools. Progress has Deficit Hyperactive Disorder) studying in been made in the introduction of mainstream schools (MOE, 2014). In either accommodations for examinations (extra time, case, a Diploma in Special Education (DISE) via larger font, use of keyboards, etc.); however, NIE’s DISE program is required. The DISE there is still a stigma associated with using these coursework focuses on child development, accommodations as notations are made in the pedagogy, and understanding high incidence student transcripts that results on the exam were disabilities. Graduates of the DISE program obtained under special conditions (Poon et al., have the skills necessary for identifying 2013). Even though mainstream schools are disabilities, diagnosing and assessing strengths thought to be “inclusive”, what “inclusive” and weaknesses of students, and planning means is debatable when students with interventions. However, the DISE is only one disabilities are not supported with the daily year long and is the only qualification MOE supports, personnel, and pedagogy needed to requires to teach students with special needs. In succeed in a system based on high-stakes essence, for students who need the most examinations. support, teachers are required to only complete 36 Global Education Review 3(3) one quarter to one third of the training received for suggestions on how to create a more by their mainstream counterparts. inclusive environment in Singapore. Another way to examine the level of support offered to students with disabilities in Creating a Common Societal Singapore is to consider resources to support the Understanding of Inclusive Education early identification of a disability. The Child As Opertti and colleagues (2013) asserted, it is Development Program has increased the important for countries like Singapore to build a number of students in preschools who are common societal and cultural understanding of identified as having a disability (Ho, 2007), but inclusive education in order to democratize there is a shortage of trained early childhood education. Foreman (2001) stated that inclusion educators who are available to work with young involves educating students with, or who are at- children with special needs. In addition, a risk for, learning disabilities in the same waiting list to be assessed remains for school age educational setting as their non-disabled peers. children due to the limited number of MOE In order to create an inclusive educational educational psychologists available to provide system and help society to better understand the free diagnostic tests (Poon et al., 2013). inclusivity, the first recommendation is to Typically, a practicing psychologist from the eliminate special schools and, instead, provide a public or private sector conducts continuum of services within the mainstream psychoeducational testing and determines school system under the management of MOE. disability diagnosis using evidence-based Creating a cohesive system where all students assessments. The availability of professionals to are educated together could include a identify and diagnose individuals with special combination of resources including personnel, needs in the public or private sector can be funding, and space allocation, among others. It limited and a challenge, especially for families is clear that a dual system of education where who cannot afford to pay for a private sector students with disabilities are excluded from the psychologist. Efforts for earlier screening of mainstream system, delays the formation of an students in the early elementary years and inclusive society. A broadened timely diagnosis is needed. In order to build conceptualization of inclusive education includes inclusive schools, it is important that the a completely different perspective regarding training provided for teachers and support those who learn differently and accepts that the personnel for teachers with disabilities is equal fundamental problems reside in the educational to that of mainstream teachers. To ensure system itself, rather than in children who do not equality, the number of qualified special fit into the system (Opertti et al., 2013). educators must be sufficient and the rigor and quality of the training they receive must be Promoting Fundamental Mindset equivalent to mainstream teachers. Changes As discussed, entrenched values, outlooks, and Inclusive Solutions and Ideas actions remain the biggest barrier to creating an Singapore is making progress and is continuing inclusive environment. Individuals in inclusive to move forward in its quest for an inclusive societies accept diversity as a key foundation for society. As the education system continues to a unified culture in which social and educational evolve, the five policy suggestions by Opertti and gaps are filled with understanding, contact, and colleagues (2013) are important to consider. We compassion. One step in helping PM Lee and will use these five priorities as the starting point Singapore’s inclusive vision to become a reality Inclusion in high-Achieving Singapore 37 is to offer more employment options for those unclear. Providing more comprehensive support with disabilities. Data are not reported on the for the physical, psychological, and social well- employment of individuals with disabilities in being of all students may help to create a more Singapore but anecdotal accounts from those in inclusive society where all individuals are the field report that employment is dismally low appreciated for who they are as people beyond and that the only opportunities for individuals their academic performance. with disabilities are in sheltered workspaces. One rarely sees individuals with more severe Physical Infrastructure disabilities in mainstream society including Inclusive schools have facilities that public transport, shopping malls, and public accommodate children with disabilities and areas. As PM Lee noted, all Singaporeans are provide barrier-free access in classrooms. Many brothers and sisters and it is important that Singapore schools are in multi-level buildings. individuals with disabilities are given the It is important that parents and students are opportunity to engage in work and play with informed about the facilities available and their fellow Singaporeans. teachers are trained in how to create a safe, accessible classroom for all learners. Restructuring Schools to Provide Comprehensive Support to all Learners Early Support Inclusive education emphasizes the need to Singapore has recently launched important and support the personalization of education and impactful initiatives focused on early childhood overhauling the traditional one-size-fits-all education, providing early childhood education approach. Therefore, as schools become to all children, and to recognizing high-quality inclusive and special schools are eliminated, it is early childhood educators (Early Childhood important to offer a continuum of services to Development Agency, 2014). One example meet the needs of all learners- including those includes KidSTART, a program designed to with and without disabilities. Specific examples proactively identify low-income and vulnerable include supports for the following: children and provide them with early access to health, learning and developmental support Pupils’ Welfare before they turn the age of six (Early Childhood Pupils’ welfare includes the physical, Development Agency, 2016). Compulsory psychological, and social well-being of all education begins for children above six years old students. With a high-stakes, exam-driven and is provided by schools managed or funded society, the number of children seeking by the MOE. Schools should provide early psychiatric help has risen dramatically (Poon, intervention supports for young children and for C.H., 2012). There have been reports of children students who begin to face learning challenges as young as 10, 11, and 12 years-old committing as soon as those challenges arise. It is important suicide after the results of the exams. Students that Singapore also trains early childhood who fail the Primary School Leaving Exam, educators to identify and support students who commonly referred to as the PSLE, for two years may have disabilities as early identification is a in a row are routed into a vocational track at the key to supporting these students academically age of ten. However, the number of these and socially. students who failed because a disability went undiagnosed, or because of the lack of comprehensive support in mainstream schools is 38 Global Education Review 3(3)

Specialist Provision Empowering Inclusive Teachers to All students with special needs should have Address the Diversity of Learners ready access to highly qualified special education Teachers ”make policy” in class as their teachers. Specifically, existing special schools decisions determine what the class experiences could be transformed into inclusive education (Fulcher, 1999). It is imperative that resource centers to serve mainstream schools in policymakers recognize the impact teachers’ the neighborhood. The transformation of these perceptions and attitudes can have on student resources would allow qualified special achievement, behavior, and self-esteem (Brophy educators and the resources used in special & Good, 1974). However, teachers cannot schools to be available to all learners. deliver a new paradigm of inclusion unless they are informed about and convinced of the Addressing Expectations and Needs of all rationale, aim, strategies, and content of Learners Through an Inclusive inclusive education. To enable teachers to make Curriculum appropriate pedagogical decisions for An inclusive curriculum does not lower individuals with disabilities, they need to be standards but it is uncommonly flexible about more fully prepared before entering the teaching how students reach those standards and is profession. Instead of only focusing on accommodating to all learners. Inclusive retroactive TSN training for mainstream curriculums encourage inclusive pedagogy that teachers, mainstream teacher preparation creates options for students to choose “how, should include substantial and robust where, and with whom they learn” (Florian & coursework on disability and pedagogy. Black-Hawkins, 2010, p. 821) and respectfully In addition, special educators must be accommodate to a student’s needs. As discussed held to the same standards and have the same by Opertti et al. (2013), it is important that opportunities as mainstream teachers. standards are not lowered for students, and that Currently, it is possible to become a special a high quality education is offered to all students educator in a special school or to become a regardless of their individual differences. support teacher in a mainstream school with one Inclusive curriculums focus on providing a year of training. The current one-year framework for learners that does not “track” preparation program for special educators is them, but instead allows an individual and his only able to provide introductory knowledge at family to choose a path that will be most best and the disparity between qualification, pay beneficial to them. The Living, Learning, and scale, and in-service training between special Working in the 21st Century currently offered, educators and mainstream educators reinforces but not mandated, by the MOE may be most the idea that teachers of students with appropriate for any number of students. The disabilities are not as valued as mainstream mainstream curriculum is very demanding teachers. After serving time in the field, academically and may not be useful to all mainstream teachers are provided a range of students. Combining the curricula and opportunities for furthering their education and extending course offerings so that all students professional development including funding and families can select which courses and programs for further degrees. Conversely, the supports are most appropriate for the student is options for special educators to receive further critical to establishing an inclusive learning training are limited and special educators are environment. only eligible to receive funding upon written request on a case-by-case basis. Highly- Inclusion in high-Achieving Singapore 39 qualified special educators can support students will only take place when policymakers and with high needs and offer mainstream teachers educators understand the complexity of the four support as co-teachers in the classroom. connected core principles of inclusion: that all Requiring a bachelor’s in special education and individuals have a right to education; that including classes about students with special optimal learning conditions must be created for needs for mainstream educators would help to learners with special needs; that special needs improve the quality of all students in Singapore’s includes all children marginalized by the schools. educational system; and that school systems should provide quality education for all. These Conclusion four interwoven principles impact the As an educational leader in Southeast Asia, implementation of policies and strategies. Singapore has the opportunity to lead by Countries planning to become more inclusive example. Due to financial stability, a sterling must intentionally help institutional structures, reputation in education, and the country’s small economic policies, and cultural mindsets evolve size, Singapore has the potential to expand its (Slee, 2008). An inclusive society is difficult to role as a world leader in education by create when the youngest members of society are prioritizing inclusive education. However, a separated beginning in the earliest years of their national, school-wide collaborative approach is education. Therefore, as Singapore continues to necessary in which special education in build a society in which no one is left behind, an recognized as a part of the general education important next step is to begin including all framework, with an emphasis on collaboration students in the mainstream system and to between professionals and families of students support both those with and those without with disabilities or other special educational disabilities accordingly. needs (Brownell, Ross, Colon, & McCallum, 2005). While moving to a fully inclusive school References Ainscow, M., Dyson, A., & Weiner, S. (2012). From system would be a massive shift and would take Exclusion to Inclusion. A review of international time, it is necessary for students with and literature on ways of responding to students with without disabilities to grow up, play, and learn special needs in schools. Berkshire: CfBT. together if we hope to create an inclusive society. Ainscow, M., & Miles, S. (2008). 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Retrieved from Wong-Ratcliff, M., & Ho, K. K. (2011). Can Integrated http://www.mcys.gov.sg/enablingmasterplan/mainr Education Meet the Needs of Students with eport.html SEN?. New Horizons in Education, 59(2), 101-115. Tan, C. (2008). Globalisation, the Singapore state and Zagoumennov, I. (2011). Broadening the concept of inclusive educational reforms: towards performativity. education in the Commonwealth of Independent Education, Knowledge and Economy, 2(2), 111-120, States. In: Interregional and Regional Perspectives DOI: 10.1080/17496890802223619 on Inclusive Education: Follow-up of the 48th Thaver, T., Lim, L., & Liau, A. (2014). Teacher variables as session of the International Conference on predictors of Singaporean pre-service teachers’ Education (pp. 85–93). Geneva: UNESCO IBE. attitudes toward inclusive education. European Journal of Research on Social Studies, 1(1), 1-8. About the Author(s) Thuneberg, H., Hautamäki, J., Vainikainen, M., Ahtianen, R., Hilasvuori, T., & Lintuvuori, M. (2012). Zachary Walker, Phd, is the Head of Pedagogical Implementation of the special education strategy Innovation and Development and an Assistant Professor in (2007) and the Basic Education Act (2011) in the Early Childhood Special Education (ECSE) Academic Finland, a follow-up study. Rovaniemi, Lapland, Group at the National Institute of Education (NIE). He has Finland: University of Lapland. taught and advised in the United States, Asia, Europe, UNESCO. (1994). The Salamanca Statement and Central America, the Caribbean, and with UNESCO’s Framework for Action on Special Needs Education. International Bureau of Education (IBE) on educational Paris, France: UNESCO. policy. UNESCO-IBE. (2008). Conclusions and recommendatios of the 48th session of the ICE ED/BIE/CONFINTED Shobana Musti-Rao, PhD, is an Associate Professor in 48/5. Geneva, Switzerland: UNESCO. Retrieved Special Education at Pace University¹s School of Education. from Her research interests include academic and behavioral http://www.ibe.unesco.org/fileadmin/user_upload/ interventions for students with mild to moderate Policy_Dialogue/48th_ICE/CONFINTED_48- disabilities in inclusive settings. 5_Conclusions_english.pdf UNESCO. (2009). Policy guidelines on inclusion in education. Paris: UNESCO. http://unesdoc.unesco.org/ images/0017/001778/177849e.pdf. UNESCO. (2010). EFA Global Monitoring Report 2010 Reaching the marginalized. Paris, France: Oxford University Press.