Special Education in Singapore

Abstract

This article describes the development and current status of special education in Singapore. Topics include a brief history of special education services, organization of service delivery, integration, teacher training, and achievements. Highlighted within these topics are significant developments over the past decade that have influenced special education services. We conclude by noting several challenges to improve the quality of special education services through integration opportunities, preservice teacher training, greater coordination among services, current educational and social initiatives and rhetoric, and societal vision.Singapore is a small island nation in Southeast Asia that is situated off the southern tip of its closest neighbor, Malaysia. The land mass of Singapore totals 647.5 square kilometers. It has a population of over 3.5 million people, making it one of the most densely populated and highly urbanized countries in the world. In spite of its diminutive size and lack of natural resources, Singapore has become a very successful and prosperous nation. Since independence in 1965, Singapore has progressed to become a model city-state that has achieved many world-class accomplishments. The country boasts the busiest port in the world, operates one of the world's best airlines, is recognized as the world's freest economy, has been recently listed by Political and Economic Risk Consultancy as the most stable country in Asia, and has one of the world's highest per capita gross domestic products (GDPs).To achieve the international status, wealth, and competitive edge Singapore now possesses, rapid change has been a constant feature in Singaporean society during the past few decades. Because its people are its sole natural resource, education is of paramount importance to ensure that Singapore continues to thrive in an increasingly competitive and technologically advanced global environment. As a result, the government expenditure on education is vast. For example, government recurrent and development expenditure on education for 1997/1998 reached record levels of over 3.5 billion and 1.1 billion Singapore dollars, respectively (U.S.$1 is approximately equivalent to S$1.65; Ministry of Education, 1998b). The total government expenditure for the fiscal year of 1998 was $27 billion (Ministry of Finance, 1999).In light of these facts and figures, what is the special education system like in Singapore? Limited information exists on special education in Singapore, and such literature was written at the turn of the last decade. In 1990, Quah described services for people with disabilities in Singapore, and in that same year, Chalmers discussed teacher training for special educators. Significant developments in special education have since been achieved within the past decade. The purpose of this article is to provide information on the current special education system in Singapore, discuss developments in the past decade pertinent to disability services, and suggest new directions and possibilities. We firs...

Factors associated with staff perceptions towards inclusive education in Singapore

“…This figure is reported to be an underestimate as the reported incidence among pre-schoolers for the same period was 3.2%. Another possible reason for this low figure is the presence of a dual education system (c.f., Lim & Sang, 2000) where students with milder forms of SEN are generally included and supported in regular education schools and with those requiring more intense support educated in a special school. Finally, the system of regular examinations makes it hard for many students with SEN to stay within the regular education system.…”

Context, Service Provision, and Reflections on Future Directions of Support for Individuals With Intellectual Disability in Singapore

“…The progress of service provision for individuals with disabilities is broadly reflective of the changing needs of Singapore as a developing nation (Lim & Nam, ; Poon, Musti‐Rao, & Wettasinghe, ). As human resource needs for manufacturing industries increased in the 1980s and 1990s (Turnbull, ), there was a proliferation in service provision, particularly for individuals with intellectual disability.…”

Being Special in a Meritocracy: The Role of Special Education in Singapore

“…This provision is driven by the belief that these students are much more able to develop to their full potential if they are supported by specially trained teachers, in an alternative and more protected system, to learn at their own pace. These schools are run by voluntary welfare organizations that are recognised for their strong sense of mission (Lim, 2000). They therefore support students with special needs such as impaired speech, psychological/behavioural disabilities, intellectual disabilities and impaired mobility.…”

“…Integration programs that enrol children with disabilities (chiefly those with physical disabilities and autism) in mainstream schools are "owned" largely by voluntary social welfare organizations (Lim & Sang, 2000). "Accidental" integration may also happen when parents enrol their children with special needs into regular schools without reporting their needs, due to lack of awareness or apprehension about labelling.…”