Special school students will get more help: PM Lee

More of them will be able to make transition from school to workplace

By Andrea Ong, The Straits Times, 2 Oct 2013

SPECIAL education students will get more help, as part of the Government's drive to build a fair and inclusive society and help every child achieve his potential.

Making this pledge yesterday, Prime Minister Lee Hsien Loong said the State was studying how to expand vocational education, and to help more of such students make the transition from school to the workplace.

"In other words, set things up so that from the SPED (special education) school environment - controlled, orderly, managed - we can prepare you gradually to be ready to work in an open environment," he said.

Now, about a quarter of the 5,000 SPED students graduate with recognised vocational certification and find regular jobs.

PM Lee, who was speaking at the 10th anniversary of special education school Pathlight, also touched on other previously announced moves for the sector.

Each of the 20 SPED schools will be twinned with a mainstream one to promote interaction, while teachers can benefit from scholarships for a master's in special education and professional learning teams.

The Government has also poured more resources into special education in recent years.

State spending per capita for such schools is substantially more than that for mainstream ones. SPED students also benefit from support, such as Edusave contributions, that their mainstream counterparts get.

But beyond the school system, Singapore must also build a fair and just society which respects and treats everyone with dignity, especially those with disabilities, Mr Lee said.

This was why Singapore ratified the United Nations Convention on the Rights of Persons with Disabilities in August. SG Enable, a one-stop agency for persons with disabilities, is one way the State is supporting these citizens.

But it cannot be about only the Government. Three groups - families, the public, and the private and people sectors - also have crucial roles to play, said Mr Lee.

Families give emotional and financial support, while the public must embrace those with disabilities. The people and private sector can provide training and work attachments, or make donations.

He held up Pathlight as an example of how the combination of government support and community activism, along with a shared desire to deliver the best results, is the "correct way forward for special education".

Singling out its co-founder Denise Phua, he recalled how she had argued for the Government to do more for the SPED sector when she entered politics in 2006.

The Moulmein-Kallang GRC MP disagreed with the State's stance that volunteers and activists were best placed to help.

"As it turns out, we were both right," said Mr Lee.

The Government has invested more in SPED schools due to such lobbying, he said. But the real reason Pathlight has succeeded is through these activists' "passion and dedication... none of which could have been ordered by fiat".



Pathlight also made a very big difference to children with special needs and the education system in just a decade, Mr Lee said.

It was the first to offer autistic children a mainstream academic curriculum. It also promoted interactions between students and the larger community around its campus in Teck Ghee, Mr Lee's ward.

Later, Mr Lee's face lit up as he found out an outstanding alumnus he cited in his speech, Sherman Ho, counted maths as his favourite subject.

"That's a good subject," Mr Lee, a maths whiz himself, told the 13-year-old, an NUS High School of Mathematics and Science student who scored fourth in the Asia-Pacific Mathematical Olympiad last year.

Another former student, Muhammad Noh, 20, dreams of working in the Los Angeles animation sector, and Mr Lee said he could perhaps help with the animation in his National Day Rally slides.

Call to help special ed kids be 'future-ready'
By Andrea Ong, The Straits Times, 2 Oct 2013

SPECIAL education (SPED) students should get equal access to the principles of education laid out by the Education Ministry in its plans for next year, said Moulmein-Kallang GRC MP Denise Phua yesterday.

"These are not the prerogatives or the special rights of only students in mainstream schools," said Ms Phua, who is also co-founder of Pathlight School.

SPED students, like their mainstream peers, should be able to be lifelong learners, get a holistic education in academic and non-academic areas as well as social and work skills, as well as maximise their potential.

"I don't want our (SPED) schools and children to be the addendum of our Singapore story. I want them to be entrenched in the main chapter of our Singapore growth story," she said.

The principles, which she described as excellent, were unveiled last week at the ministry's workplan seminar.

Referring to them yesterday, Ms Phua told reporters that more ought to be done to help SPED students become "future-ready". She was speaking at Pathlight's 10th-anniversary celebration, at which Prime Minister Lee Hsien Loong said the Government is studying how to expand vocational education for SPED students.

Minister of State for Education Sim Ann, who was at the event, reiterated this point: "Among our students with special education needs, there will be a significant proportion who would be ready to work if given the right training and... support."

Ms Phua estimated that at least another 15 per cent to 20 per cent of SPED students can be trained to work even if they cannot attain a vocational certificate. She called for a relaxing of rules which require those without the potential to get a vocational certificate to leave SPED schools at 18.

There are 20 SPED schools.

Ms Phua also cautioned against seeing SPED students just as future workers, saying they deserve education in areas such as the arts and PE. In the rapidly changing digital age, she worried they may be left behind.

Pathlight plans to invest more in its IT and design training academy to realise their talent and hopefully extend the courses to SPED students from other schools, she said.

Special kids respond well to arts classes
By Nur Asyiqin Mohamad Salleh, The Straits Times, 17 Oct 2013

STUDENTS in special education (SPED) schools are now drumming, acting and even kneading their way to improve their social and motor skills in arts classes, thanks to a new National Arts Council (NAC) programme.

The NAC Artist-SPED School Partnership Programme - officially launched yesterday by Acting Minister for Culture, Community and Youth Lawrence Wong - hopes to bring a variety of arts lessons co-developed and co-taught by artists to 20 SPED schools in the coming years.

In a pilot programme conducted in five schools last year, teachers found students responding well to art forms not found in their curriculum, such as drumming, ceramics and sculpting.

They said the students are better behaved, more confident, and participate and interact in class more enthusiastically. Their motor skills have also improved.

Ms Noriytah Sani, 44, a teacher at Asian Women's Welfare Association School, where sculpting classes were piloted last year, said: "There's a lot of active participation. And nobody's throwing tantrums."

Over at the Movement for the Intellectually Disabled Lee Kong Chian Gardens School, a ceramics class helmed by artist Madam Tan Lee Meng was introduced last year.

Kneading clay, she said, has had a calming effect on students who are usually easily riled up.

Meanwhile, Ms Vickneswary, 27, who oversees the drama programme at St Andrew's Autism School, said even withdrawn students have gained confidence, eagerly volunteering to perform.

Among them was an eight-year-old girl who would in the past climb tables and chairs, and had to be looked after by two teachers.

"Now, she actually sits down calmly. She's motivated because she wants to role-play and make props," said Ms Vickneswary.

Under NAC's programme, SPED schools can propose arts classes they feel will benefit their students.

NAC will fund up to $17,000 over two years, and match artists from their Arts Education Programme to each school.

Artists will work with teachers for two years to develop and teach arts classes. Thereafter, schoolteachers will conduct the classes independently.

Lee Kong Chian Gardens student Benedict Chong, a 17-year-old with autism spectrum disorder, likes making clay fishes.

His mother, 52-year-old June Chong, said: "I think he's making an improvement in his behaviour. He's able to pay attention better."

Special ed students to get more vocational help
What awaits students who graduate from special education schools? The Straits Times looks at how some of these students are faring. Govt to support more schools in starting job training at an earlier age
By Janice Tai, The Straits Times, 28 Oct 2013

SPECIAL education (SPED) students will get more help in making the transition from school to workplace.

The Ministry of Education said it will support more schools in starting vocational education for their students at an earlier age - 13 instead of 17.

Currently, only four schools - Grace Orchard School, Katong School, Tanglin School and Metta School - start their students on job training when they turn 13. Students who do not qualify for job training, which leads to a certificate, can also expect more help to better prepare them for work.

The ministry, responding to queries from The Straits Times, said details will be announced at a later date.

Prime Minister Lee Hsien Loong said earlier this month that the Government is studying how to expand vocational education for SPED students, as part of its drive to help every child achieve his potential.

There are 20 SPED schools here. They cater to some 5,000 students, ranging from the ages of seven to 18, who have intellectual disabilities, autism or visual and hearing impairments.

Four schools - Pathlight School, the Singapore School for the Deaf, Lighthouse School and Canossian School - offer the mainstream curriculum which will see their students eventually sit national exams.

Others offer their own customised curriculum which includes equipping students with basic numeracy and literacy skills as well as living and job skills.

When they turn 16, students who are interested in getting a nationally recognised Workforce Skills Qualifications certificate can choose to go to Metta School or Delta Senior School for vocational training in areas such as food and beverage, and landscaping.

But to qualify for job training, they must first pass a test administered by the Singapore Workforce Development Agency.

Those who fail the test are required to leave school when they turn 18.

Currently, about a quarter of the 300 SPED students who graduate each year leave school with recognised vocational certification and find regular jobs.

The greater emphasis on helping SPED students find and keep jobs marks a shift in how the Government has been supporting special education. Over the past decade, attention has been largely focused on funding and coming up with curriculum guidelines to raise standards and improve accessibility.

Going forward, more should be done to help students who do not qualify for vocational education, said MP Denise Phua, president of the Autism Resource Centre. Most of them now end up staying at home, or attending a day-care centre or sheltered workshop.

The Straits Times understands that a two-year transition programme for these students is being developed and will start in January. The students are likely to be transferred to Delta Senior School, which has better facilities for vocational training.

Said Ms Phua: "At least another 15 to 20 per cent should be able to stay on in school to be trained, as they may be able to enter the open market with some basic support."

INTO THE REAL WORLD
What awaits students who graduate from special education schools? The Straits Times looks at how some of these students are faring. Govt to support more schools in starting job training at an earlier age
By Janice Tai, The Straits Times, 28 Oct 2013

From difficult start to star Coffee Bean employee

WITH customers streaming in at peak hour, Mr Ang Guang Joo was getting cold feet.

The teenager had just started his internship as a barista at Coffee Bean & Tea Leaf, after graduating with a vocational qualification in food hygiene from Delta Senior School, which caters to students with mild intellectual disability and autism.

He found it hard trying to match orders with the right customers and snapped at them at times. That was four years ago.

Mr Ang is now the star barista at Coffee Bean's outlet in Bugis Plus shopping mall. He can easily make a fresh cuppa in under two minutes, no sweat.

The 23-year-old even represented his outlet at his company's barista competition this year, and came in fourth.

His manager, Ms Ai Ne, 30, recalled how he had a difficult start: "He tended to sound confrontational when talking to others and also felt down as he thought others could not understand him."

She worked with him to improve his social and communication skills, and his teachers also dropped by every week to check on his progress. The coffee chain also encouraged him to take up another Workforce Skills Qualifications certificate course in food service in order to improve on other skills.

Mr Ang said the training he received both in school and at work has helped him interact better with people.

For example, his manager and colleagues created opportunities for him to speak up to boost his confidence. "I am more confident now and it shows when I make coffee or make eye contact with customers," said Mr Ang, who now helps mentor new staff.

A second chance to pick up work skills

WHEN Mr Goh Jin Kian failed the test that would qualify him for a certified vocational training course, he did not give up.

He tried again the next year.

When he did not make the cut, he went for it a third time, but was unsuccessful. By then, he was 18 and had to leave Tanglin School, which caters to those with intellectual disabilities.

Without a vocational certification, he is less likely to land a job in future. Disappointed, he became withdrawn and his learning was affected.

Mr Goh, now 19, is one of those who have to leave special education schools when they turn 18 if they do not pass the test that qualifies them for vocational training. The training leads to a nationally recognised vocational certification.

In Mr Goh's case, his mother, Mrs Margaret Goh, decided to do something about it. In April, she started a pilot programme that gives these students a second chance to pick up some skills.

Held at the Centre for Adults, a sheltered workshop run by the Association for Persons with Special Needs, the programme allows students with special needs to be trained to work in the food and beverage sector.

They take the same Workforce Skills Qualifications modules as their peers who go for vocational training.

But instead of completing all seven modules, which leads to a certificate, they take only three modules.

The pioneer batch of 10 students, including Mr Goh, recently completed the programme and all have secured internship stints at restaurant chain Han's.

"They are also given more time to complete each module and the teachers go over the content repeatedly with them so that they can understand better," said Mrs Goh, 53, a housewife.

The aim is to help them get a foot in the door. She said: "With the three modules, they can get internships and employers may hire them thereafter upon seeing their potential."

Added Mr Goh: "I enjoyed the training and I am happy that I was given the chance to try again."

Maths whiz right at home

THURSDAY is the most exciting day of the week for Sherman Ho.

It is when the NUS High School of Mathematics and Science student gets to mix a dizzying array of chemicals in the lab and watch them froth and fizzle.

"I am glad I am in this school. If I were elsewhere, I think I would be bored out of my mind," said Sherman candidly.

The 13-year-old, who has attention deficit hyperactivity disorder and Asperger syndrome, clinched a place at his dream school after topping his cohort at Pathlight School with a score of 273 at the Primary School Leaving Examination last year.

He is among a growing number of children with special needs who attend mainstream schools. Their numbers have doubled from about 5,000 to 10,000 in the past five years.

It was a conscious decision for his mother Alice Wee, 42, to place Sherman, who gets restless at times, at a special school. The insurance specialist wanted him to build a strong foundation before moving to a mainstream school.

But the joy of seeing him make it to his dream school was not without trepidation.

On the first day of school in January, Mrs Wee and her husband followed Sherman's school bus closely in their car, worried he would create a commotion.

Their fears were largely unfounded. With the support of teachers and classmates, he is coping well in his studies and adjusting well in school. The maths whiz - he emerged fourth in Asia-Pacific at a maths Olympiad last year - has aced his maths and science mid-year exams.

After classes, he joins his friends at the Infocomm Club where he does a bit of programming, design work and animation.

No longer does he need to run to the school counsellor so often. He used to meet her three times a week, but now sees her only once a week or whenever he needs help in dealing with social issues.

For example, project work is a headache for him at times. "He has poor time management skills and may forget to turn up for meetings," said his mother.

She gave him an iPad so he can use its calendar function to better manage his schedule.

Minor hiccups aside, the transition has been largely smooth for Sherman. He said: "NUS High is not that different from Pathlight after all as everyone has been very supportive."

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