Are there enough resources to cater to special-needs children?

I write in response to the report “MOE extends compulsory education to children with special needs” (Nov 5, 2016), in which the Government annouced that, from 2019, children with moderate to severe special needs would have to attend government-funded Special Education (Sped) schools.

While this may sound like good news, it also rings certain alarm bells. Firstly, are there sufficient resources and expertise in Sped schools now to educate and cater to the diverse spectrum of special needs? As I understand from various educators and parents, the answer to that does not look good.

Of course, the definition of “sufficient” is debatable, even for mainstream schools. Curriculum and methodology are areas of concern as well because there are no proven formulae for teaching children with special needs. What kind of specialised curriculum for specific special needs are provided at Sped schools?

Secondly, it was reported in 2016 that there are 18,000 students with mild special educational needs in mainstream schools. The Ministry of Education states on its website that each primary school has at least one allied educator (AED) for learning and behavioural support (LBS) to help students with mild special educational needs. And 92 secondary schools have one AED (LBS) each to support these students. On top of that, 10 per cent of teachers in all primary schools and 20 per cent of teachers in secondary schools are trained in special needs to support these students.

This limited number of AEDs (LBS) in each school means they may not be able to handle and educate all students with such needs. How do we ensure these children get adequate care and development to cope in an inclusive environment? Will they face stress and discrimination from other children without special needs, their parents and, perhaps, even some teachers?

Lastly, what happens after the students’ compulsory education?

SG Enable, the agency supporting individuals with special needs, listed six vocational training institutes for youth after they have completed their primary education, for them to learn work skills. However, some children are incapable of learning a useful skill and may end up unemployed and dependent on caregivers for life.

One hopes that the relevant authorities will study these concerns more deeply and find a way to address them.