Singapore and Autism Spectrum Disorder

Magiati, Iliana; Min, Sung Hee; Fung, Daniel; Aljunied, Mariam; Phua, Denise; Lang, Carol; Khoo, Stephenie Koon Miang; Lim, Sok Bee; Poon, Kenneth K.

doi:10.1007/978-1-4614-6435-8_102038-1

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…Educators and parents may offer visibility, accommodations, and modifications to gifted LGBTQ+ ASD individuals. With these added features, these students can share their abilities and products (Neihart & Poon, 2009;Rutkovsky, 2022) and communicate their unique views (Walker, 2021).…”

Section: Giftedmentioning

confidence: 99%

Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

Friedrichs

2024

Journal for the Education of the Gifted

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Two types of critical theories have increasingly been used to understand LGBTQ+ individuals and persons with disabilities: Queer and Crip theories. Queer Crip theory can be used to analyze elements (e.g., traits, behaviors, contexts, and skills) of the lives of gifted and talented LGBTQ+ youth who also have disabilities, as those elements have recently appeared in the professional literature, the popular press, and the LGBTQ+ press. This piece reviews the definitions of Queer and Crip theories as well as the prevalence and challenges of persons who are gifted and LGBTQ+ with disabilities. The article critically examines eight different groups of frequently seen gifted LGBTQ+ students with disabilities. Gifted LGBTQ+ youth with learning, emotional/behavioral, hearing, vision, orthopedic, health, speech/language, and autism spectrum challenges are examined for these groups’ distinctive definitions, constituent groups, famous individuals, educational masks and solutions, and social-emotional solutions emanating from students’ queer identities. In the spirit of Queer Crip theory, conclusions encourage gifted LGBTQ+ youth with disabilities and their educators to consider carefully the future challenges—and joys—that may be involved in implementing the suggested educational and queer identity approaches.

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Section: Giftedmentioning

confidence: 99%

Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

Friedrichs

2024

Journal for the Education of the Gifted

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“…The MOE psychologists may also collaborate with the IMH’s REACH (Response, Early Intervention and Assessment in Community Mental Health) team, a nationally provided multidisciplinary mental health care service, to help regular schools in the identification and support of students with emotional and behavioral concerns such as ASD (Magiati et al, 2015);…”

Section: Identification Of Individuals With Autism Spectrum Disordermentioning

confidence: 99%

“…Despite the infrastructural readiness, there is a pertinent issue in the domain of early intervention for young children with ASD in Singapore: The extent to which these early intervention programs implement evidence-based approaches (e.g., early intensive behavioral intervention [EIBI] grounded in applied behavior analysis) is at present not clear. The exception is structured teaching, which appears to be a component shared across most intervention settings (Magiati et al, 2015). Similarly, it remains unknown as to the knowledge and skills of early intervention teachers in terms of different evidence-based practices and strategies in working with young children with ASD.…”

Section: Early Intervention For Young Childrenmentioning

confidence: 99%

“…Each special school adopts a unique approach to teaching these students. However, there are some fundamental features that are common in special schools or classes for students with ASD, such as a customized curriculum, smaller teacher–student ratio, teamwork with allied professionals such as psychologist and speech pathologist, and a structured visual approach to learning (Magiati et al, 2015). During the last few years, there has also been increasing focus on vocational preparation for post-school employment (MOE, Singapore, 2016).…”

Section: Education Of School-age Children With Autismmentioning

confidence: 99%

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Supporting Individuals With Autism Spectrum Disorder in Singapore

Nah

Chen

Poon

2021

Intervention in School and Clinic

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It has been reported that there is a rise in the number of individuals being diagnosed with autism spectrum disorder (ASD) in Singapore along with evolving changes in public awareness, attitudes, and levels of financial support occurring in the field in recent years. As such, this column presents the current status and issues related to the identification, provision of early intervention services, education, and transition into youth/adults for individuals with ASD in Singapore. Additional needs and future recommendations are also included.

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“…For children with ASD and a concurrent diagnosis of intellectual disability, parents can consider placing their children in special education programmes that support either diagnosis. For children with ASD who have normal cognitive abilities, parents have the option of enrolling their child in a mainstream primary school or to consider a specialist school that provides the same national mainstream curriculum with life skills training within a ASD-specific education setting (see Magiati et al 2015 for an overview of ASD specific intervention/education services in Singapore). It would be important to understand how the use of the DSM-5 criteria for ASD may affect the number of children diagnosed with ASD versus other neurodevelopmental disorders, as this can impact on planning of intervention/ education resources for children with developmental issues in Singapore.…”

Section: Introductionmentioning

confidence: 99%

Brief Report: Investigating the Implications of Applying the New DSM-5 Criteria for Diagnosing Autism Spectrum Disorder in a Preschool Population in Singapore

Wong

Koh

2016

J Autism Dev Disord

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Diagnostic reports for 206 children who underwent an assessment for autism spectrum disorder (ASD) using the DSM-IV-TR criteria, were re-evaluated using the DSM-5 criteria. Mean age of the children at time of diagnosis was 3 years 10 months. Of the 202 children diagnosed with ASD on the DSM-IV-TR, 184 (91.1 %) also met the DSM-5 criteria for ASD. The overall concordance rate of ASD diagnosis on the DSM-IV-TR and DSM-5 was higher than that reported in other studies. Of the 18 children who did not meet DSM-5 criteria for ASD, 16 children met all social communication criteria but did not fulfil at least two restricted and repetitive behaviour (RRB) criteria. Six of those children had further RRBs emerging later on follow-up.

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Singapore and Autism Spectrum Disorder

Cited by 4 publications

References 25 publications

Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

Gifted and Talented LGBTQ+ Students With Disabilities: A Queer Crip Analysis

Supporting Individuals With Autism Spectrum Disorder in Singapore

Brief Report: Investigating the Implications of Applying the New DSM-5 Criteria for Diagnosing Autism Spectrum Disorder in a Preschool Population in Singapore

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