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

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

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