Abstract
The inclusion of students with disabilities in mainstream education has been prioritized in many education systems around the world as a requirement for social inclusion and cohesion. In this chapter, we describe the policies and practices that are currently in place to support the education of students with disabilities in mainstream schools in Singapore as well as those that need to be further developed or established to enhance the quality of education of these students. In particular, we review research studies and other scholarly work with regard to the attitudes of Singaporean teachers on inclusive education, the role and responsibilities of allied educators who provide learning and behaviour support (AED-LBS) to students with disabilities in mainstream schools, and other types of support that are currently provided within schools. This chapter will conclude with using the lens of inclusive education to view Singapore’s current educational landscape in order to provide a commentary on prospects for the inclusion of students with disabilities within mainstream education.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Booth, T., & Ainscow, M. (2011). Index for Inclusion. Bristol: Centre for Studies on Inclusive Education.
Department for Education and Skills (DfES). (2004). Every Child Matters. London: DfES.
Lien Foundation. (2016). Inclusive Attitudes Survey. Retrieved November 1, 2017, from http://www.lienfoundation.org/sites/default/files/FINAL%20-%20Inclusive%20Attitudes%20Survey%20Part%201_30May16.pdf.
Lim, L. (2012). Meritocracy, Elitism, and Egalitarianism: A Preliminary and Provisional Assessment of Singapore’s Primary Education Review. Asia Pacific Journal of Education, 33(1), 1–14. https://doi.org/10.1080/02188791.2012.711294.
Lim, J. Q. (2016). Rising Number of Students with Special Needs in Mainstream Schools. Channel News Asia. Retrieved November 1, 2017, from http://www.channelnewsasia.com/news/singapore/rising-number-of-students/3033364.html.
Lim, L., & Nam, S. S. (2000). Special Education in Singapore. Journal of Special Education, 43(2), 104–109.
Lim, L., & Quah, M. L. (2004). Foresight via Hindsight: Prospects and Lessons for Inclusion in Singapore. Asia-Pacific Journal of Education, 24(2), 193–204. https://doi.org/10.1080/02188791.2004.10600209.
Lim, L., Thaver, T., & Slee, R. (2008). Exploring Disability in Singapore: A Personal Learning Journey. Singapore: McGraw-Hill.
Lim, S. M. Y., Wong, M. E., & Tan, D. (2014). Allied Educators (Learning and Behavioural Support) in Singapore’s Mainstream Schools: First Steps Towards Inclusivity? International Journal of Inclusive Education, 18(2), 123–139. https://doi.org/10.1080/13603116.2012.758321.
Ministry of Education. (2015). Bringing Out the Best in Every Child. Singapore: Ministry of Education.
Ministry of Education. (2017). Allied Educators (Learning and Behaviour Support). Retrieved October 30, from https://www.moe.gov.sg/careers/allied-educators/learning-behavioural-support.
NCSS. (2012). 2nd Enabling Master plan 2012–2016. Retrieved October 30, 2017, from https://www.msf.gov.sg/.
NCSS. (2016). 3rd Enabling Master plan 2017–2021. Caring Nation-Inclusive Society. Retrieved October 30, 2017, from https://www.ncss.gov.sg/NCSS/media/NCSS-Documents-and-Forms/EM3-Final_Report_20161219.pdf.
OECD. (2016). PISA 2015 Results in Focus. OECD. Retrieved October 30, from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.
Poon, K. K. (2015). Context, Service Provision, and Reflections on Future Directions of Support for Individuals with Intellectual Disability in Singapore. Journal of Policy and Practice in Intellectual Disabilities,12(2), 100–107. https://doi.org/10.1111/jppi.12121.
Poon, K., Musti-Ra, S., & Wettasinghe, M. (2013). Special Education in Singapore: History, Trends, and Future Directions. Intervention in School and Clinic,49(1), 59–64. https://doi.org/10.1177/1053451212472230.
Poon, K. K., Ng, Z., Wong, M. E., & Kaur, S. (2016). Factors Associated with Staff Perceptions Towards Inclusive Education in Singapore. Asia Pacific Journal of Education,36(sup1), 84–97.
UNESCO. (1994, June 7–10). The Salamanca Statement and Framework for Action on Special Needs Education: Adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, UNESCO.
Stangvik, G. (2014). Progressive Special Education in the Neoliberal Context. European Journal of Special Needs Education,29(1), 91–104. https://doi.org/10.1080/08856257.2013.859819.
Strogilos, V., & Avramidis, E. (2017). The Cultural Understanding of Inclusion in Diverse Settings: Support Services and Collaboration. In M. T. Hughes & E. Talbot (Eds.), The Wiley Handbook of Diversity in Special Education (pp. 87–114). Chicago: Wiley.
Teng, A., & Goy, P. (2017). Children with Moderate to Severe Special Needs to Be Part of the Compulsory Education Act. The Straits Times. Retrieved November 1, 2017, from http://www.straitstimes.com/singapore/education/children-with-moderate-to-severe-special-needs-to-be-part-of-compulsory.
Thaver, T., & Lim, L. (2014). Attitudes of Pre-service Mainstream Teachers in Singapore Towards People with Disabilities and Inclusive Education. International Journal of Inclusive Education,18(10), 1038–1052. https://doi.org/10.1080/13603116.2012.693399.
United Nations. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. New York: Author.
United Nations. (2016). Convention on the Rights of Persons with Disabilities. New York: Author.
US Department of Education. (2001). No Child Left Behind Act. Washington, DC: US Department of Education.
Vislie, L. (2003). From Integration to Inclusion: Focusing Global Trends and Changes in the Western European Societies. European Journal of Special Needs Education, 18(1), 17–35. https://doi.org/10.1080/0885625082000042294.
Walker, Z. (2016). Special Education Teacher Preparation in Singapore’s Dual Education System. Teacher Education and Special Education,39(3), 178–190. https://doi.org/10.1177/0888406415622251.
Winzer, M., & Mazurek, K. (2014). The Convention on the Rights of Persons with Disabilities: Notes on Genealogy and Prospects. Journal of International Special Needs Education,17(1), 3–12. https://doi.org/10.9782/2159-4341-17.1.3.
World Health Organization (WHO). Health Topics: Disability. Retrieved from www.who.int/topics/disabilities/en/.
World Health Organization (WHO) and World Bank. (2011). The World Report on Disability. New York: Author.
Yeo, L. S., Chong, W. H., Neihart, M. F., & Huan, V. S. (2016). Teachers’ Experience with Inclusive Education in Singapore. Asia Pacific Journal of Education,36(sup1), 69–83. https://doi.org/10.1080/02188791.2014.934781.
Yeo, L. S., Neihart, M., Tang, H. N., Chong, W. H., & Huan, V. S. (2011). An Inclusion Initiative in Singapore for Preschool Children with Special Needs. Asia Pacific Journal of Education,31(2), 143–158.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Strogilos, V., Lim, L. (2019). Toward Inclusive Education in Singapore. In: Halder, S., Argyropoulos, V. (eds) Inclusion, Equity and Access for Individuals with Disabilities. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-5962-0_18
Download citation
DOI: https://doi.org/10.1007/978-981-13-5962-0_18
Published:
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-13-5961-3
Online ISBN: 978-981-13-5962-0
eBook Packages: Social SciencesSocial Sciences (R0)