(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
I would first introduce to Mrs Kong the definition of Down syndrome to help her understand what are the causes and characteristics of it. According to Down Syndrome Association (Singapore), “Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. A baby born with Down syndrome has three copies of chromosome 21 instead of the usual two.” Lim and Quah (2004) also further stated that, “Down syndrome is the results of chromosomal abnormality characterized by physical signs like slanted eyes, flattened features, shortness and a tendency to gain weight.” (p.325). Therefore, from the different characteristics mentioned above, Mrs Kong can observe for the different signs that Nicky exhibit to find out whether Nicky really has Down syndrome. After explaining to her about the causes and characteristics of Down syndrome, I would then inform her that as Nicky grows up, he might encounter physical impairments and developmental delay that ranges from mild to severe, and that she would have to be prepared to spend more time with him to help him in the learning process.
Although Down syndrome might not be very prevalent in Singapore, there are many avenues where they can get help from. In Singapore, there are also agencies like the Down Syndrome Association (DSA) where they can gain deeper understanding on what Down syndrome is, and how parents can help their children with Down syndrome. According to information found on DSA website, evident efforts have been put into working with mainstream primary schools, to include working with children with Down syndrome. Therefore, I would reassure Mrs Kong that Nicky would definitely be able to find resources that would help him in his learning, and following the advancement of science and technology, there would definitely be aid developed to improve Nicky's condition and to help him while he is growing up.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
As Nicky is only 1 year old, I would tell Mrs Kong that she can try enrolling him into the centre’s toddler class for him to be exposed to some level of education, before he is being further diagnosed about whether the current education suits his learning styles and needs. In the meantime, we can observe Nicky’s development in class, and implement different strategies to help him according to his strengths and needs. I would also inform Mrs Kong that although Nicky might take a longer time to learn as compared to his peers, he would definitely be able to learn the same things when extra aid is provided.
However, I would also recommend her to try visiting Rainbow Centre, where she can check out and consult about the different services being provided. As Rainbow Centre provides various services that would cater to the learning impairment of the child with special needs, which includes helping children with Down syndrome. I would also advise her that if she considers sending Nicky to Rainbow Centre when he gets older to 2 years old, he would be able to receive more help as the people working with him would be professionals and he would be able to get more support and learn in a more effective way.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would reassure Mrs Kong that she can bring Nicky for further diagnosis when he grows older because he is currently only 1 year old. Other than that, I would advise her to remain positive as Down syndrome ranges from mild to severe; therefore, she can wait until further detailed reports are out, to determine on what type of help Nicky would need.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
With regards to the different special education, special school and inclusive education in Singapore, I would reveal to Mrs Kong that there are quite a lot of special schools in Singapore that provides special education especially for children with special needs. I would then explain to her that special education means that curriculum within the special school is being developed according to the child’s needs, and it would help individual child to grow and learn life skills that are beneficial when they move on to live in the society.
After introducing what special education is to Mrs Kong, I would then further explain to her that inclusive education in Singapore means that children with special needs are being included in mainstream education, where the children would get the chance to be exposed to education in a general classroom. I would also state that in inclusive education, both the environment and curriculum are being adjusted to suit and help the child with special needs; therefore, they are also given the opportunity to learn and interact with children from the mainstream.
Reference
Down Syndrome Association Singapore - Not Disabled Differently Able - What is Down syndrome. (n.d.).Retrieved August 12, 2009, from Down Syndrome Association Singapore: http://downsyndrome-singapore.org/content/view/34/111/
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill Education (Asia).
Friday, August 14, 2009
Belinda Charlene Surya, Group A
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
Firstly, I would share my background profile with her so as to let her understand where my points are coming from. I believe she would have prior information on Down Syndrome as the doctor would already have explained this to her. I would like to share a few important points with Mrs Kong which I felt would reassure her worries for Nicky.
According to Down Syndrome Association Singapore (2009), “Children with Down Syndrome may have physical impairments and developmental delay ranging from mild to severe.” as well as the possibility to develop additional medical conditions. Firstly, I would like Mrs Kong to accept and acknowledge Nicky as a person, with or without his disability. I would make her understand that Nicky would be faced with a series of challenges if he were really confirmed to have Down Syndrome. According to Down Syndrome Association, Singapore (2009), “Early intervention, lifelong education and training and inclusion with the mainstream is a holistic approach to managing Down syndrome.” Therefore, I would reassure Mrs Kong that Nicky’s condition can be improved with early intervention.
Many childcare centres in Singapore are working towards inclusion and would be glad to accept and support children like Nicky to be included in the community. I would also remind her that she needs to be ready to be working together closely with the therapists and teachers in order to plan the best for Nicky’s future. I would extend this message to let her know that my childcare centre promotes inclusion and she can enroll Nicky under my care.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
I would advice her to enroll Nicky to the centre’s toddler class as part of early intervention. I would observe and record Nicky’s behavior and progress and would be willing to provide these information to the doctor when need be in helping to determine Nicky’s diagnosis.
As Nicky is still a toddler, the classes would be play-based and focuses on getting Nicky to have self-concept and gradually building up and training him on self-help skills “Using visual methods, such as signing, pictures and reading to teach talking in the early years can reduce much of the language and cognitive delay associate with Down syndrome.” (Down Syndrome Association, Singapore 2009). I would also incorporate appropriate social and interpersonal skills such as maintaining eye contact and by introducing him to one or two other toddlers and help him maintain this friendship as a start. I would stress to Mrs Kong that I would need to be working closely with her and it would be reciprocal where we exchange notes and feedbacks on Nicky and work together to plan for Nicky’s development.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would advice Mrs Kong to not delay her appointment with the doctor and to send Nicky for further assessment. Confirming his disability would help both parents to accept reality and work towards helping Nicky with early intervention instead of wallowing on his condition. Regarding her confusion on Nicky’s facial features which do not show any signs of Down Syndrome, I would advice her that “while children with Down syndrome may share certain physical characteristics, these will vary from child to child. Most importantly, each child will inherit its own family looks and characteristics.” (Down Syndrome Association Singapore, 2009).
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I would share the definition of the above terms to Mrs Kong. Special education is an “individually planned, specialized, intensive, goal-directed instruction” (Heward, 2009, p. 47). According to UNESCO (2009), “Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives.” In Singapore, the education of children with disabilities is provided in special education (SPED) schools which are run by Voluntary Welfare Organisations (VWOs).
One such centre which I would recommend to Mrs Kong is the Rainbow Centre. The Rainbow Centre provides Early Intervention Programme for Infants & Young Children& Early STEP (E-STEP) which “aims to give infants and young children a good head start in helping them in their development.” (Rainbow Centre, 2009). I would recommend Mrs Kong to enroll Nicky in this programme on top of his daily routine in my childcare centre. She can bring Nicky to the Rainbow Centre after his half-day session in the childcare as their sessions are run 2-4 hours per day. This would enable Nicky to receive both inclusion and additional special education at the same time. I would explain to Mrs Kong that inclusion would help Nicky to be able to feel that he is still part of the community and is able to function like other people even though he has a special disability.
I would also recommend Mrs Kong to join support group from the Down Syndrome Association (DSA). The DSA runs Infant Support Groups for members who have infants with Down syndrome aged 3 years and below. She would be able to receive mutual support and opportunities to exchange experiences, discuss common issues and concerns in caring for a baby with Down syndrome with other members.
*Commented on Katherine Koh’s post.
References:
Down Syndrome Association Singapore. (2009). All you need to know about down syndrome. Retrieved 13 August 2009 from Down Syndrome Association, Singapore, website: http://downsyndrome-singapore.org/content/view/35/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Rainbow Centre. (2009). EIPIC - Early Intervention Programme for Infants & Young Children & Early STEP (E-STEP). Retrieved 13 August 2009 from Rainbow Centre website: http://www.rainbowcentre.org.sg/svc_eipic.html
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Inclusive Education. Retrieved 13 August 2009 from UNESCO website: http://www.unesco.org/en/inclusive-education/
Firstly, I would share my background profile with her so as to let her understand where my points are coming from. I believe she would have prior information on Down Syndrome as the doctor would already have explained this to her. I would like to share a few important points with Mrs Kong which I felt would reassure her worries for Nicky.
According to Down Syndrome Association Singapore (2009), “Children with Down Syndrome may have physical impairments and developmental delay ranging from mild to severe.” as well as the possibility to develop additional medical conditions. Firstly, I would like Mrs Kong to accept and acknowledge Nicky as a person, with or without his disability. I would make her understand that Nicky would be faced with a series of challenges if he were really confirmed to have Down Syndrome. According to Down Syndrome Association, Singapore (2009), “Early intervention, lifelong education and training and inclusion with the mainstream is a holistic approach to managing Down syndrome.” Therefore, I would reassure Mrs Kong that Nicky’s condition can be improved with early intervention.
Many childcare centres in Singapore are working towards inclusion and would be glad to accept and support children like Nicky to be included in the community. I would also remind her that she needs to be ready to be working together closely with the therapists and teachers in order to plan the best for Nicky’s future. I would extend this message to let her know that my childcare centre promotes inclusion and she can enroll Nicky under my care.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
I would advice her to enroll Nicky to the centre’s toddler class as part of early intervention. I would observe and record Nicky’s behavior and progress and would be willing to provide these information to the doctor when need be in helping to determine Nicky’s diagnosis.
As Nicky is still a toddler, the classes would be play-based and focuses on getting Nicky to have self-concept and gradually building up and training him on self-help skills “Using visual methods, such as signing, pictures and reading to teach talking in the early years can reduce much of the language and cognitive delay associate with Down syndrome.” (Down Syndrome Association, Singapore 2009). I would also incorporate appropriate social and interpersonal skills such as maintaining eye contact and by introducing him to one or two other toddlers and help him maintain this friendship as a start. I would stress to Mrs Kong that I would need to be working closely with her and it would be reciprocal where we exchange notes and feedbacks on Nicky and work together to plan for Nicky’s development.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would advice Mrs Kong to not delay her appointment with the doctor and to send Nicky for further assessment. Confirming his disability would help both parents to accept reality and work towards helping Nicky with early intervention instead of wallowing on his condition. Regarding her confusion on Nicky’s facial features which do not show any signs of Down Syndrome, I would advice her that “while children with Down syndrome may share certain physical characteristics, these will vary from child to child. Most importantly, each child will inherit its own family looks and characteristics.” (Down Syndrome Association Singapore, 2009).
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I would share the definition of the above terms to Mrs Kong. Special education is an “individually planned, specialized, intensive, goal-directed instruction” (Heward, 2009, p. 47). According to UNESCO (2009), “Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives.” In Singapore, the education of children with disabilities is provided in special education (SPED) schools which are run by Voluntary Welfare Organisations (VWOs).
One such centre which I would recommend to Mrs Kong is the Rainbow Centre. The Rainbow Centre provides Early Intervention Programme for Infants & Young Children& Early STEP (E-STEP) which “aims to give infants and young children a good head start in helping them in their development.” (Rainbow Centre, 2009). I would recommend Mrs Kong to enroll Nicky in this programme on top of his daily routine in my childcare centre. She can bring Nicky to the Rainbow Centre after his half-day session in the childcare as their sessions are run 2-4 hours per day. This would enable Nicky to receive both inclusion and additional special education at the same time. I would explain to Mrs Kong that inclusion would help Nicky to be able to feel that he is still part of the community and is able to function like other people even though he has a special disability.
I would also recommend Mrs Kong to join support group from the Down Syndrome Association (DSA). The DSA runs Infant Support Groups for members who have infants with Down syndrome aged 3 years and below. She would be able to receive mutual support and opportunities to exchange experiences, discuss common issues and concerns in caring for a baby with Down syndrome with other members.
*Commented on Katherine Koh’s post.
References:
Down Syndrome Association Singapore. (2009). All you need to know about down syndrome. Retrieved 13 August 2009 from Down Syndrome Association, Singapore, website: http://downsyndrome-singapore.org/content/view/35/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Rainbow Centre. (2009). EIPIC - Early Intervention Programme for Infants & Young Children & Early STEP (E-STEP). Retrieved 13 August 2009 from Rainbow Centre website: http://www.rainbowcentre.org.sg/svc_eipic.html
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Inclusive Education. Retrieved 13 August 2009 from UNESCO website: http://www.unesco.org/en/inclusive-education/
NASYITAH BTE YASSIN GROUP B
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
According to McTighe and Wiggins (2005), one of the six facets of understanding is empathy. Applying this facet of understanding, I would listen to Mrs. Kong, acknowledge her feelings and understand her perspectives on Nicky and Down syndrome, the challenges she faced/is facing and the concerns she is having. I will then provide an explanation of Down syndrome, “a congenital disorder characterized by mild to severe mental retardation, slow physical development, and characteristic physical features” (Columbia Encyclopedia, 2008, ¶1). I will also provide visual aids to facilitate her understanding on the cause of Down syndrome- chromosomal abnormality, whereby there is an extra chromosome and it appears as a third chromosome attached to 21st of the 23 pairs of chromosomes normally present in the human genome (Cambridge Encyclopedia, 2005).
(Picture taken from http://ezproxy.wheelock.edu:2133/entry/cupchilddev/down_s_syndrome)
I would also inform her that children with Down syndrome exhibit physical features such as upward slanting eyes and flattened nose and face.
(picture taken from www.healthbama.com/tag/down-syndrome/)
Then, I will reassure her that the future of children with Down syndrome in Singapore is encouraging as Singapore is progressing towards inclusion. For example, Singapore celebrates World Down Syndrome Day on 21 March 2009 early this year to build awareness and increase consciousness and respect for individuals with Down syndrome. Events such as Down Syndrome Association (DSA) Buddy Walk 2009 were also introduced.
In terms of education, DSA’s Children Services is making an effort to promote services for children with Down syndrome from pre-school ages up to the age of 16. Their team has “both conceptualised and implemented plans to provide more services and support to its members” (Down Syndrome Association, 2009, ¶1). With these, the teachers in the centre that I am working at and myself can undergo professional training which will enhance our development when working with children with Down syndrome.
In addition, I will update Mrs. Kong that the DSA’s Children Services team is presently working with two mainstream primary schools whereby six children with Down syndrome are enrolled in these schools. DSA plans to expand their consultancy services to other mainstream primary schools. This information is to enlighten Mrs. Kong when Nicky enters a mainstream school in the near future. There are schools willing to enroll children with Down syndrome in Singapore.
As cited in Lim and Quah (2004), with proper training and support, there are still jobs available for individuals with mild intellectual disabilities (which include children with Down syndrome).
Additionally, as mentioned in Lim and Quah (2004) with the vision of Singapore 21, the Ministry is working towards the aim to capitalize on the abilities and potential of individual Singaporeans. Programmes such as Buddy Reading and Learning Support Programme are introduced in primary schools to assist students in their learning and to maximize their learning capabilities.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
Children with Down syndrome require more time and effort to learn and develop especially in terms of social and intellectual development. Nevertheless, I will strongly encourage Mrs. Kong to enroll Nicky into the centre’s toddler class because I believe that all children, regardless of their race, religion or abilities, should be given opportunities to learn. “Focus on their abilities and not disabilities” would make a strong and powerful statement. After which, I will inform her of my plan on what will be done on my part as a teacher when Nicky is enrolled into the Toddler class: I will understand the nature of Nicky’s learning difficulties and provide her with the necessary support so as to enhance her learning and development. As mentioned by Lim and Quah (2004), “Teachers can learn to identify their strengths and weaknesses, observe and be sensitive to their unique needs and adopt the appropriate steps to benefit their educational needs.”
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would agree with the doctor regarding the blood test result (and reinforce on the information I provided with earlier on, on the cause of Down Syndrome- chromosomal abnormality) and would strongly encourage Mrs. Kong to make an appointment with the doctor for further assessment. This is because according to Heward (2009), early intervention can reduce the effects of disabilities or prevent the occurrence of learning and development problems during the early years.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Singapore has made remarkable strides and efforts in special education and we are progressing towards inclusion with regards to education. Firstly, I would explain to her what these terms mean. Special education is when students with disabilities are placed in special schools. Facilities and services are made available. Inclusion is when the curriculum is modified and the appropriate and necessary support is provided so that students with disabilities can participate actively and meaningfully in the mainstream classroom activities and lessons (Lim and Quah, 2004). Examples of special schools that enroll children with Down syndrome are Movement for the Intellectually Disabled of Singapore (MINDS) and Metta. These two schools cater to the needs of individuals with intellectual disability (including individuals with Down syndrome). Special materials, assistive technology, psychological assessment, physical and occupational therapy, medical treatment, counselling and special transportation are made available for students enrolled in Special schools. As for inclusion, Ahmad Ibrahim Secondary School and Changkat Changi Secondary Schools are examples of mainstream schools which include and cater to students with disabilities.
References:
Down's syndrome. (2005). In Cambridge Encyclopedia of Child Development. Cambridge:
Cambridge University Press. Retrieved August 14, 2009, from http://www.credoreference.com/entry/cupchilddev/down_s_syndrome
Down syndrome. (2008). In The Columbia Encyclopedia. New York, NY: Columbia University
Press. Retrieved August 14, 2009, from http://www.credoreference.com/entry/columency/down_syndrome
Down Syndrome Association Singapore. (2009). Social interaction skills support. In
Children services. Retrieved August 14, 2009, from
http://downsyndrome-singapore.org/content/view/18/80/
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.).
Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L. & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore:McGraw
Hill.
McTighe, J. & Wiggins, G. (2005). Understanding by design. USA: ASCD.
According to McTighe and Wiggins (2005), one of the six facets of understanding is empathy. Applying this facet of understanding, I would listen to Mrs. Kong, acknowledge her feelings and understand her perspectives on Nicky and Down syndrome, the challenges she faced/is facing and the concerns she is having. I will then provide an explanation of Down syndrome, “a congenital disorder characterized by mild to severe mental retardation, slow physical development, and characteristic physical features” (Columbia Encyclopedia, 2008, ¶1). I will also provide visual aids to facilitate her understanding on the cause of Down syndrome- chromosomal abnormality, whereby there is an extra chromosome and it appears as a third chromosome attached to 21st of the 23 pairs of chromosomes normally present in the human genome (Cambridge Encyclopedia, 2005).
(Picture taken from http://ezproxy.wheelock.edu:2133/entry/cupchilddev/down_s_syndrome)
I would also inform her that children with Down syndrome exhibit physical features such as upward slanting eyes and flattened nose and face.
(picture taken from www.healthbama.com/tag/down-syndrome/)
Then, I will reassure her that the future of children with Down syndrome in Singapore is encouraging as Singapore is progressing towards inclusion. For example, Singapore celebrates World Down Syndrome Day on 21 March 2009 early this year to build awareness and increase consciousness and respect for individuals with Down syndrome. Events such as Down Syndrome Association (DSA) Buddy Walk 2009 were also introduced.
In terms of education, DSA’s Children Services is making an effort to promote services for children with Down syndrome from pre-school ages up to the age of 16. Their team has “both conceptualised and implemented plans to provide more services and support to its members” (Down Syndrome Association, 2009, ¶1). With these, the teachers in the centre that I am working at and myself can undergo professional training which will enhance our development when working with children with Down syndrome.
In addition, I will update Mrs. Kong that the DSA’s Children Services team is presently working with two mainstream primary schools whereby six children with Down syndrome are enrolled in these schools. DSA plans to expand their consultancy services to other mainstream primary schools. This information is to enlighten Mrs. Kong when Nicky enters a mainstream school in the near future. There are schools willing to enroll children with Down syndrome in Singapore.
As cited in Lim and Quah (2004), with proper training and support, there are still jobs available for individuals with mild intellectual disabilities (which include children with Down syndrome).
Additionally, as mentioned in Lim and Quah (2004) with the vision of Singapore 21, the Ministry is working towards the aim to capitalize on the abilities and potential of individual Singaporeans. Programmes such as Buddy Reading and Learning Support Programme are introduced in primary schools to assist students in their learning and to maximize their learning capabilities.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
Children with Down syndrome require more time and effort to learn and develop especially in terms of social and intellectual development. Nevertheless, I will strongly encourage Mrs. Kong to enroll Nicky into the centre’s toddler class because I believe that all children, regardless of their race, religion or abilities, should be given opportunities to learn. “Focus on their abilities and not disabilities” would make a strong and powerful statement. After which, I will inform her of my plan on what will be done on my part as a teacher when Nicky is enrolled into the Toddler class: I will understand the nature of Nicky’s learning difficulties and provide her with the necessary support so as to enhance her learning and development. As mentioned by Lim and Quah (2004), “Teachers can learn to identify their strengths and weaknesses, observe and be sensitive to their unique needs and adopt the appropriate steps to benefit their educational needs.”
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would agree with the doctor regarding the blood test result (and reinforce on the information I provided with earlier on, on the cause of Down Syndrome- chromosomal abnormality) and would strongly encourage Mrs. Kong to make an appointment with the doctor for further assessment. This is because according to Heward (2009), early intervention can reduce the effects of disabilities or prevent the occurrence of learning and development problems during the early years.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Singapore has made remarkable strides and efforts in special education and we are progressing towards inclusion with regards to education. Firstly, I would explain to her what these terms mean. Special education is when students with disabilities are placed in special schools. Facilities and services are made available. Inclusion is when the curriculum is modified and the appropriate and necessary support is provided so that students with disabilities can participate actively and meaningfully in the mainstream classroom activities and lessons (Lim and Quah, 2004). Examples of special schools that enroll children with Down syndrome are Movement for the Intellectually Disabled of Singapore (MINDS) and Metta. These two schools cater to the needs of individuals with intellectual disability (including individuals with Down syndrome). Special materials, assistive technology, psychological assessment, physical and occupational therapy, medical treatment, counselling and special transportation are made available for students enrolled in Special schools. As for inclusion, Ahmad Ibrahim Secondary School and Changkat Changi Secondary Schools are examples of mainstream schools which include and cater to students with disabilities.
References:
Down's syndrome. (2005). In Cambridge Encyclopedia of Child Development. Cambridge:
Cambridge University Press. Retrieved August 14, 2009, from http://www.credoreference.com/entry/cupchilddev/down_s_syndrome
Down syndrome. (2008). In The Columbia Encyclopedia. New York, NY: Columbia University
Press. Retrieved August 14, 2009, from http://www.credoreference.com/entry/columency/down_syndrome
Down Syndrome Association Singapore. (2009). Social interaction skills support. In
Children services. Retrieved August 14, 2009, from
http://downsyndrome-singapore.org/content/view/18/80/
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.).
Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L. & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore:McGraw
Hill.
McTighe, J. & Wiggins, G. (2005). Understanding by design. USA: ASCD.
Case Study - Anisa D/O Seeni Sulaiman (Group B)
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?
As an educator, I would inform Mrs Kong that children with Down Syndrome can still enjoy and learn in mainstream environment provided the severity of the disorder. As Down Syndrome affects the children’s cognitive ability to think and communicate, it also very much again depends on the severity of the child’s condition. Children diagnosed with Down Syndrome in this case as Nicky has Down Syndrome, he has to undergo various medical assessment before the doctors and therapies certifies and suggestion what form of education would suit Nicky better. A child diagnosed with Down Syndrome can be either placed in a special education school or in a mainstream depending on the severity and the cognitive level of the child.
If the child is able to cope with the psychological, emotional, intellectual and adaptive skills he or she can be placed in a mainstream school. However, if the child is unable to cope with such skills they are referred by mainstream school to special education schools. Many students in special schools who were once in mainstream schools have been referred by their teachers and schools placement within the special education system because of their inability to keep up with the rigorous curriculum in mainstream schools (Rao, Li, & Nam, 2001).
Assuming a child with Down Syndrome is able enter a mainstream school, a lot of environmental and curriculum changes has to be made in order to cater to the all children rather than just the child with Down Syndrome. If the child is unable to interact and the condition worsen, it would be more ideal for the therapies, teachers and the child’s parent to work together to meet the child’s needs by placing in a special education school where the child is given one to one attention. There are various special education schools that cater to children with learning disabilities and such schools would be Movement for the Intellectually Disabled (MINDS) and Association for the Persons with Special Needs (APSN). These schools meet the needs of the individual by working with the parents and the professionals to educate them.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and
I would take 3 steps to advise Mrs Kong about enrolling Nicky into the toddler class.
Firstly, I would like Mrs Kong to accept the truth about Nicky and his condition. As they are still in the state of denial though they had a tough time coming to terms to their child having Down Syndrome. The reason being as Mrs Kong’s other two children are normal and why Nicky has to be diagnosed with a disability. If Mrs Kong has a hard time accepting the truth it would definitely not benefit the child. Changing the mentality, accepting the truth and sourcing for various solutions to provide early intervention for the child is the best solution Mrs Kong could take.
Secondly, Nicky is still young and does not have any symptoms shown on his physical features though the doctor his diagnosed her. As such Nicky can still be enrolled into the centre, but going for daily consultation on his development is also vital. As Mrs Kong stated that she is a bit slow in learning and has difficulties sitting upright, it is important for Mrs Kong to place Nicky in the centre with the aid of a device to help his posture in sitting. Nicky could be cared for at home till she reaches 18months. After which Mrs Kong can reconsider if it is suitable to place Nicky in the centre or provide care at home. Though as an educator i would definitely encourage Mrs Kong to enroll Nicky into the centre. As he is unable to sit upright he would require special devices to help in his sitting posture so that he can enjoy education in mainstream classroom.
Thirdly, parent involvement is also important. Mrs Kong has to work together with the therapies and teachers in planning the activities at home and school. This would further benefit Nicky as he is able to gain support from the home and school environment. In addition parents and teachers can work together to identify the child’s strength and work on it. Furthermore environmental modification can also be made where it can cater to all the children rather than solely on Nicky.
If Mrs Kong is able to work on the three advices, Nicky will be able to enjoy school just like the other children.
(ii) Nicky's diagnosis of having Down Syndrome.
Mrs Kong has to change her mentality about her child’s condition. She has to firmly accept Nicky’s condition so that she can allow Nicky to receive early intervention. Though Nicky does not have any facial characteristic that of a child with Down Syndrome, it is still vital to bring Nicky for daily medical checks and involving him in assessment so as to see the progress and development of the child till he grows up to the age of 3-4years old.
c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
As an educator I have to be honest about the education system in Singapore. There are various special education schools in Singapore. Furthermore inclusive education is also being implemented in various schools where the educators changes the curriculum to educate all the children rather than focusing only on the child with a disability.
A child undergoes various forms of assessment and medical checks before they are diagnosed with a disability. As special education only caters to children with severe disability, children who require special attention, interventions and instructions are enrolled into such schools. According to Hallahan and Kauffman (2003) in Lim and Quah (2004), defines special education as “specially designed instructions that meets the unusual needs of an exceptional student”. However, to ensure that a special education is effective, other related facilities or services should be available. Such services and facilities would be special materials, teaching methodologies and equipments, on-going assessment and various therapies and medical treatment and counseling.
If Mrs Kong were to place Nicky in a special school to receive special education, although Nicky can be in a mainstream school it can cause a positive and negative effect on Nicky. As only children above 2 years are generally offered services and programmes, Nicky would have to wait till he turns 2 years old. Moreover if Nicky were to be place in special school he would be segregated from the society and his peers at a later who leads a normal life. In addition the child would not return to mainstream education if he/she is in a special education. Once placed in the special education system, many of them do not usually return to the mainstream school system (Rao, Lim, & Nam, 2001)
Whereas if Nicky were to be placed in an inclusive setting if his condition permits, it would be ideal for children with disability to be part of the society. They are able to be with the normal children and be in the class learning together. The benefit of being in an inclusive school would be it allows the children to mix and work together with the other children in an inclusive setting. Furthermore it would also create awareness to the other children about children who are different than them. Nicky would also benefit as well.
As such Mrs Kong has to decide together with the other professional in providing the best for Nicky.
References:
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw
Hill.
Heward, W. L., (2009). Exceptional children: An introduction to Specail Education (9th ed.).
Upper Saddle, NJ: Merrill Prentice Hall
Anisa D/O Seeni Sulaiman
Group B
E-Assignment
10/08/09
As an educator, I would inform Mrs Kong that children with Down Syndrome can still enjoy and learn in mainstream environment provided the severity of the disorder. As Down Syndrome affects the children’s cognitive ability to think and communicate, it also very much again depends on the severity of the child’s condition. Children diagnosed with Down Syndrome in this case as Nicky has Down Syndrome, he has to undergo various medical assessment before the doctors and therapies certifies and suggestion what form of education would suit Nicky better. A child diagnosed with Down Syndrome can be either placed in a special education school or in a mainstream depending on the severity and the cognitive level of the child.
If the child is able to cope with the psychological, emotional, intellectual and adaptive skills he or she can be placed in a mainstream school. However, if the child is unable to cope with such skills they are referred by mainstream school to special education schools. Many students in special schools who were once in mainstream schools have been referred by their teachers and schools placement within the special education system because of their inability to keep up with the rigorous curriculum in mainstream schools (Rao, Li, & Nam, 2001).
Assuming a child with Down Syndrome is able enter a mainstream school, a lot of environmental and curriculum changes has to be made in order to cater to the all children rather than just the child with Down Syndrome. If the child is unable to interact and the condition worsen, it would be more ideal for the therapies, teachers and the child’s parent to work together to meet the child’s needs by placing in a special education school where the child is given one to one attention. There are various special education schools that cater to children with learning disabilities and such schools would be Movement for the Intellectually Disabled (MINDS) and Association for the Persons with Special Needs (APSN). These schools meet the needs of the individual by working with the parents and the professionals to educate them.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and
I would take 3 steps to advise Mrs Kong about enrolling Nicky into the toddler class.
Firstly, I would like Mrs Kong to accept the truth about Nicky and his condition. As they are still in the state of denial though they had a tough time coming to terms to their child having Down Syndrome. The reason being as Mrs Kong’s other two children are normal and why Nicky has to be diagnosed with a disability. If Mrs Kong has a hard time accepting the truth it would definitely not benefit the child. Changing the mentality, accepting the truth and sourcing for various solutions to provide early intervention for the child is the best solution Mrs Kong could take.
Secondly, Nicky is still young and does not have any symptoms shown on his physical features though the doctor his diagnosed her. As such Nicky can still be enrolled into the centre, but going for daily consultation on his development is also vital. As Mrs Kong stated that she is a bit slow in learning and has difficulties sitting upright, it is important for Mrs Kong to place Nicky in the centre with the aid of a device to help his posture in sitting. Nicky could be cared for at home till she reaches 18months. After which Mrs Kong can reconsider if it is suitable to place Nicky in the centre or provide care at home. Though as an educator i would definitely encourage Mrs Kong to enroll Nicky into the centre. As he is unable to sit upright he would require special devices to help in his sitting posture so that he can enjoy education in mainstream classroom.
Thirdly, parent involvement is also important. Mrs Kong has to work together with the therapies and teachers in planning the activities at home and school. This would further benefit Nicky as he is able to gain support from the home and school environment. In addition parents and teachers can work together to identify the child’s strength and work on it. Furthermore environmental modification can also be made where it can cater to all the children rather than solely on Nicky.
If Mrs Kong is able to work on the three advices, Nicky will be able to enjoy school just like the other children.
(ii) Nicky's diagnosis of having Down Syndrome.
Mrs Kong has to change her mentality about her child’s condition. She has to firmly accept Nicky’s condition so that she can allow Nicky to receive early intervention. Though Nicky does not have any facial characteristic that of a child with Down Syndrome, it is still vital to bring Nicky for daily medical checks and involving him in assessment so as to see the progress and development of the child till he grows up to the age of 3-4years old.
c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
As an educator I have to be honest about the education system in Singapore. There are various special education schools in Singapore. Furthermore inclusive education is also being implemented in various schools where the educators changes the curriculum to educate all the children rather than focusing only on the child with a disability.
A child undergoes various forms of assessment and medical checks before they are diagnosed with a disability. As special education only caters to children with severe disability, children who require special attention, interventions and instructions are enrolled into such schools. According to Hallahan and Kauffman (2003) in Lim and Quah (2004), defines special education as “specially designed instructions that meets the unusual needs of an exceptional student”. However, to ensure that a special education is effective, other related facilities or services should be available. Such services and facilities would be special materials, teaching methodologies and equipments, on-going assessment and various therapies and medical treatment and counseling.
If Mrs Kong were to place Nicky in a special school to receive special education, although Nicky can be in a mainstream school it can cause a positive and negative effect on Nicky. As only children above 2 years are generally offered services and programmes, Nicky would have to wait till he turns 2 years old. Moreover if Nicky were to be place in special school he would be segregated from the society and his peers at a later who leads a normal life. In addition the child would not return to mainstream education if he/she is in a special education. Once placed in the special education system, many of them do not usually return to the mainstream school system (Rao, Lim, & Nam, 2001)
Whereas if Nicky were to be placed in an inclusive setting if his condition permits, it would be ideal for children with disability to be part of the society. They are able to be with the normal children and be in the class learning together. The benefit of being in an inclusive school would be it allows the children to mix and work together with the other children in an inclusive setting. Furthermore it would also create awareness to the other children about children who are different than them. Nicky would also benefit as well.
As such Mrs Kong has to decide together with the other professional in providing the best for Nicky.
References:
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw
Hill.
Heward, W. L., (2009). Exceptional children: An introduction to Specail Education (9th ed.).
Upper Saddle, NJ: Merrill Prentice Hall
Anisa D/O Seeni Sulaiman
Group B
E-Assignment
10/08/09
Case Study - Chua Gek Teng Joyce (Group A)
1a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
I feel that it is important to first acknowledge and reassure Mrs Kong’s concerns and worries. The reason being that I understand that it is not easy for any parent to come to terms with their child being diagnosed with a disability. After all, which parent will not wish for his or her child to grow up strong and healthily. Therefore, I think Mrs Kong should be told that no one is at fault of her child's disability because it can happen to anyone. According to Down Syndrome Association Singapore (2009), the disability occurs to ‘one in 800 live births’.
Next, I will fill her in about what I know of Down Syndrome. It is a genetic disorder due to an extra pair of chromosome. Mrs Kong should also be warned that ‘children with Down Syndrome may have physical impairments and developmental delay ranging from mild to severe’ (Down Syndrome Association Singapore, 2009). That can explain why Nicky is a bit slow in his learning and has difficulties sitting upright. However, these are conditions that can be improved with early intervention. Children with Down Syndrome are also at risk of other medical conditions like congenital heart defects and Hirschsprung's disease. As to why there were no facial signs indicating that Nicky has the disability, Down Syndrome Association Singapore (2009) wrote that the physical characteristics of children with Down Syndrome ‘vary from child to child. Most importantly, each child will inherit its own family looks and characteristics.’
The future for children with Down Syndrome is a positive one as long as they receive the necessary medical care together with the right social and educational support. They need to also be ‘given the opportunity to partake fully in all aspects of community life’ (Down Syndrome Association Singapore, 2009). According to BabyCenter (2009), ‘many children are now successfully attending mainstream schools’ and ‘most…reach all the usual milestones…but they do it at their own pace’. It would also help to inform Mrs Kong that children with Down Syndrome needs to feel loved and valued by their family which helps them ‘thrive well into adulthood, into their 50s and beyond, living full and active lives’ (BabyCenter, 2009).
bi) What would you advise Mrs Kong about enrolling Nicky into the centre's toddler class? (2 Marks)
To advise Mrs Kong about enrolling Nicky into the centre’s toddler class, there should first be adequate staffing and it would be best if one of them has had experience working with children with Down Syndrome. Alternatively, if Mrs Kong is agreeable, class teachers can liaise with Down Syndrome Association who has services to help support and foster working relationships among schools, students and families. This said, great emphasis is placed on home-school partnership in which either parties are updated regularly about the child. They can also discuss and reveal strategies used so as to maintain some form of consistency both at home and in school. Mrs Kong should understand that though there are its advantages of putting Nicky in mainstream classrooms, professionals of Down Syndrome should be consulted. This will further help Nicky reach his fullest potential because classroom teachers are not experts of the disability. I will definitely encourage Mrs Kong to let Nicky start school as soon as possible because early intervention will help improve his condition and decrease the possibility of secondary disabilities (Lim & Quah, 2004).
bii) What would you advise Mrs Kong about Nicky's diagnosis of having Down Syndrome? (2 Marks)
According to Mayo Clinic Staff (2009), a physical examination and 'a chromosomal karyotype' can be used to confirm Down Syndrome in a newborn. As Mrs Kong mentioned, a doctor has diagnosed Nicky’s disability through a blood test but has yet to make any appointment for further assessment. I will recommend her to do so as soon as possible. In this way, she can have a better understanding of Nicky's condition which includes the severity of his disability and if other additional medical problems were present. With the knowledge, she will then be able to find out how Nicky can be helped and supported. His caregivers and teachers can also plan for early intervention through Individual Family Service Plan or Independent Education Plan.
c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I will disclose to Mrs Kong that special education is actually interventions that help ‘prevent, eliminate, and/or overcome obstacles that might keep an individual with disabilities from learning and from full and active participation in school and society’ (Lim & Quah, 2004, p.30). Currently, there are 20 Special Education (SPED) schools in Singapore. They aim 'to provide the best possible education and training to children with special needs so as to enable them to function optimally and integrate well into society' (Ministry of Education, 2009). To do so, these school not only engage teachers trained in the area of special needs but also have paramedical professionals available to support the children.
In response to Mrs Kong's uncertainty about whether there are any special schools in Singapore that will take in Nicky at such a young age, I can suggest to her some schools that do. For instance, the Rainbow Centre takes in children as early as 2 months old and Kits4Kids Special School begins taking in children at 18 months of age. The former adopts the Early Intervention Programme for Infants and Young Children (EIPIC) which ‘aims to facilitate the development of gross motor, fine motor, perceptual-cognitive, language, socialization and self-help skills, depending on the level of the child’ (Rainbow Centre, n.d.). On the other hand, the latter adopts ‘the Piaget’s theory where children learn through concrete and hands-on activities...Individual Education Plans (IEPs) are also carefully planned and discussed with the team of teachers for each child to meet his long term goals and short term objectives' (Kits4Kids, 2009).
Inclusive education is a ‘belief that students with disabilities should be integrated into general education classrooms’ and ‘the emphasis is in providing the necessary support so that they can participate in a meaningful way in the ongoing classroom activities’ (Lim & Quah, 2004, p.31). Though this is not widely practiced in Singapore but the government is taking measures for it to happen by having it small-scale at the moment. I am positive that in the near future as more awareness is created about the different disabilities, inclusion will become a common practice in the country. After all, in the case of Nicky, ‘early intervention, lifelong education and training and inclusion with the mainstream is a holistic approach to managing Down syndrome' (Down Syndrome Association Singapore, 2009). He will need more than just support from his family but also from the community.
References
BabyCenter, L. L. C. (2009). Down's syndrome. Retrieved August 11, 2009, from http://www.babycenter.com.sg/baby/health/downssyndrome/#10
Down Syndrome Association Singapore. (2009). All you need to know about Down Syndrome. Retrieved August 13, 2009, from http://downsyndrome-singapore.org/content/view/35/113/
Kits4Kids Singapore. (2009). Programmes for both children with special needs and mainstream children. Retrieved on August 11, 2009, from http://www.kits4kids.org/prg_overview.htm
Lim, L., & Quah. M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Mayo Clinic staff. (2009). Down syndrome: Tests and diagnosis. Retrieved August 14, 2009, from http://www.mayoclinic.com/health/down-syndrome/DS00182/DSECTION=tests-and-diagnosis
Ministry of Education, Singapore. (2009). Special education in Singapore. Retrieved on August 11, 2009, from http://www.moe.gov.sg/education/special-education/
Rainbow Centre. (n.d.). EIPIC - Early intervention programme for infants & young children. Retrieved on August 11, 2009, from http://www.rainbowcentre.org.sg/special_education.html
A Little Sharing
I just wanted to share some of these articles that I came across when doing my research for references. The experiences that these parents went through knowing that their child was diagnosed with Down Syndrome, how they came to accept and cope with their child's disability really strikes out to me!
http://www.babycenter.com.sg/baby/health/suspecteddownsyndrome/
http://downsyndrome-singapore.org/images/stories/my%20baby%20booklet%20%28english%29.pdf
http://downsyndrome-singapore.org/images/special_child_series_-_kyle_wee.pdf
Signing off,
Chua Gek Teng Joyce (Group A)
I feel that it is important to first acknowledge and reassure Mrs Kong’s concerns and worries. The reason being that I understand that it is not easy for any parent to come to terms with their child being diagnosed with a disability. After all, which parent will not wish for his or her child to grow up strong and healthily. Therefore, I think Mrs Kong should be told that no one is at fault of her child's disability because it can happen to anyone. According to Down Syndrome Association Singapore (2009), the disability occurs to ‘one in 800 live births’.
Next, I will fill her in about what I know of Down Syndrome. It is a genetic disorder due to an extra pair of chromosome. Mrs Kong should also be warned that ‘children with Down Syndrome may have physical impairments and developmental delay ranging from mild to severe’ (Down Syndrome Association Singapore, 2009). That can explain why Nicky is a bit slow in his learning and has difficulties sitting upright. However, these are conditions that can be improved with early intervention. Children with Down Syndrome are also at risk of other medical conditions like congenital heart defects and Hirschsprung's disease. As to why there were no facial signs indicating that Nicky has the disability, Down Syndrome Association Singapore (2009) wrote that the physical characteristics of children with Down Syndrome ‘vary from child to child. Most importantly, each child will inherit its own family looks and characteristics.’
The future for children with Down Syndrome is a positive one as long as they receive the necessary medical care together with the right social and educational support. They need to also be ‘given the opportunity to partake fully in all aspects of community life’ (Down Syndrome Association Singapore, 2009). According to BabyCenter (2009), ‘many children are now successfully attending mainstream schools’ and ‘most…reach all the usual milestones…but they do it at their own pace’. It would also help to inform Mrs Kong that children with Down Syndrome needs to feel loved and valued by their family which helps them ‘thrive well into adulthood, into their 50s and beyond, living full and active lives’ (BabyCenter, 2009).
bi) What would you advise Mrs Kong about enrolling Nicky into the centre's toddler class? (2 Marks)
To advise Mrs Kong about enrolling Nicky into the centre’s toddler class, there should first be adequate staffing and it would be best if one of them has had experience working with children with Down Syndrome. Alternatively, if Mrs Kong is agreeable, class teachers can liaise with Down Syndrome Association who has services to help support and foster working relationships among schools, students and families. This said, great emphasis is placed on home-school partnership in which either parties are updated regularly about the child. They can also discuss and reveal strategies used so as to maintain some form of consistency both at home and in school. Mrs Kong should understand that though there are its advantages of putting Nicky in mainstream classrooms, professionals of Down Syndrome should be consulted. This will further help Nicky reach his fullest potential because classroom teachers are not experts of the disability. I will definitely encourage Mrs Kong to let Nicky start school as soon as possible because early intervention will help improve his condition and decrease the possibility of secondary disabilities (Lim & Quah, 2004).
bii) What would you advise Mrs Kong about Nicky's diagnosis of having Down Syndrome? (2 Marks)
According to Mayo Clinic Staff (2009), a physical examination and 'a chromosomal karyotype' can be used to confirm Down Syndrome in a newborn. As Mrs Kong mentioned, a doctor has diagnosed Nicky’s disability through a blood test but has yet to make any appointment for further assessment. I will recommend her to do so as soon as possible. In this way, she can have a better understanding of Nicky's condition which includes the severity of his disability and if other additional medical problems were present. With the knowledge, she will then be able to find out how Nicky can be helped and supported. His caregivers and teachers can also plan for early intervention through Individual Family Service Plan or Independent Education Plan.
c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I will disclose to Mrs Kong that special education is actually interventions that help ‘prevent, eliminate, and/or overcome obstacles that might keep an individual with disabilities from learning and from full and active participation in school and society’ (Lim & Quah, 2004, p.30). Currently, there are 20 Special Education (SPED) schools in Singapore. They aim 'to provide the best possible education and training to children with special needs so as to enable them to function optimally and integrate well into society' (Ministry of Education, 2009). To do so, these school not only engage teachers trained in the area of special needs but also have paramedical professionals available to support the children.
In response to Mrs Kong's uncertainty about whether there are any special schools in Singapore that will take in Nicky at such a young age, I can suggest to her some schools that do. For instance, the Rainbow Centre takes in children as early as 2 months old and Kits4Kids Special School begins taking in children at 18 months of age. The former adopts the Early Intervention Programme for Infants and Young Children (EIPIC) which ‘aims to facilitate the development of gross motor, fine motor, perceptual-cognitive, language, socialization and self-help skills, depending on the level of the child’ (Rainbow Centre, n.d.). On the other hand, the latter adopts ‘the Piaget’s theory where children learn through concrete and hands-on activities...Individual Education Plans (IEPs) are also carefully planned and discussed with the team of teachers for each child to meet his long term goals and short term objectives' (Kits4Kids, 2009).
Inclusive education is a ‘belief that students with disabilities should be integrated into general education classrooms’ and ‘the emphasis is in providing the necessary support so that they can participate in a meaningful way in the ongoing classroom activities’ (Lim & Quah, 2004, p.31). Though this is not widely practiced in Singapore but the government is taking measures for it to happen by having it small-scale at the moment. I am positive that in the near future as more awareness is created about the different disabilities, inclusion will become a common practice in the country. After all, in the case of Nicky, ‘early intervention, lifelong education and training and inclusion with the mainstream is a holistic approach to managing Down syndrome' (Down Syndrome Association Singapore, 2009). He will need more than just support from his family but also from the community.
References
BabyCenter, L. L. C. (2009). Down's syndrome. Retrieved August 11, 2009, from http://www.babycenter.com.sg/baby/health/downssyndrome/#10
Down Syndrome Association Singapore. (2009). All you need to know about Down Syndrome. Retrieved August 13, 2009, from http://downsyndrome-singapore.org/content/view/35/113/
Kits4Kids Singapore. (2009). Programmes for both children with special needs and mainstream children. Retrieved on August 11, 2009, from http://www.kits4kids.org/prg_overview.htm
Lim, L., & Quah. M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Mayo Clinic staff. (2009). Down syndrome: Tests and diagnosis. Retrieved August 14, 2009, from http://www.mayoclinic.com/health/down-syndrome/DS00182/DSECTION=tests-and-diagnosis
Ministry of Education, Singapore. (2009). Special education in Singapore. Retrieved on August 11, 2009, from http://www.moe.gov.sg/education/special-education/
Rainbow Centre. (n.d.). EIPIC - Early intervention programme for infants & young children. Retrieved on August 11, 2009, from http://www.rainbowcentre.org.sg/special_education.html
A Little Sharing
I just wanted to share some of these articles that I came across when doing my research for references. The experiences that these parents went through knowing that their child was diagnosed with Down Syndrome, how they came to accept and cope with their child's disability really strikes out to me!
http://www.babycenter.com.sg/baby/health/suspecteddownsyndrome/
http://downsyndrome-singapore.org/images/stories/my%20baby%20booklet%20%28english%29.pdf
http://downsyndrome-singapore.org/images/special_child_series_-_kyle_wee.pdf
Signing off,
Chua Gek Teng Joyce (Group A)
Asyura Bte Alias Group B
1. (a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?
Before revealing any statements to Mrs. Kong, it is essential for me as an educator who is furthermore not a specialist in Special Needs Education to prepare beforehand with relevant resources and information pertaining to the issue. Preferable, I will like to discuss the concern issue with both Mr. Kong and Mrs. Kong in an arranged meeting session. As the issue is of highly sensitive, it is beneficial for both of them to be there during the meeting to share and support each other mutually as they have no prior experiences in handling the issue.
Instead of overwhelming them with all the relevant information, I will definitely show my deepest empathy to both Mr. and Mrs. Kong. It is essential for building the trust and rapport between teacher and parents partnership. I will then firstly address both of their concerns and listening carefully to their needs. Secondly, I will draw out their elaboration on a piece of paper and use it as a reflection by the end of the session. Thirdly, I will then share information regarding children with Down Syndrome beginning with the definition and how it may affects the child’s learning. In accordance to (Singapore Down Syndrome Association, 2009), ‘an individual with Down Syndrome experienced a genetic condition caused by the presence of an extra chromosome 21’. They may display learning difficulties including of poor memory, slow learning rates, attention problems, difficulty generalizing what they have learned and lack of motivation (Heward, 2009). Despite of the developmental delays, children or people with Down Syndrome should still be seen as an individual who has feelings and need to be respected, love, care and support from the people around them.
Lastly, I will contribute positive views about children with Down Syndrome and their future in Singapore. Their disabilitiness is not a hindrance for them to learn and excel in life. They may need to put in a tremendous amount of effort and require support from their families and community. They are still able to triumph and “forged own successful life paths” (Heward,2009). People with Down Syndrome can also contribute effectively to the society and able to gain a bright future in Singapore. Teachers in Singapore, especially from The Special Schools and along with the mainstream teachers are well educated or trained or somehow been exposed in the Special Needs Education to be able to “understand the nature of their learning difficulties and providing the appropriate support” (Lim & Quah, 2004, p. 318). Schools in Singapore are also adapting programmes that are beneficial for the learning of child with intellectual disabilities. They are The Encouraging Achievement and better Learning (ENABLE) Programme, The Learning Support Programme (LSP), the Buddy Reading and Buddy Writing programmes. (Lim & Quah, 2004, p. 324 & 325).
2.(b) Given the limited information provided, what would you advise Mrs Kong about:
(i)Enrolling Nicky into the centre's toddler class
As a Toddler and Senior Teacher in the centre, I will definitely encourage her to enroll Nicky into the centre. However, I will need to acknowledge and address the matter to the centre’s supervisor and the rest of the teachers beforehand so that we may gain a better understanding of her child and gather the various learning needs which maybe useful during his learning. It is essential for Early Intervention to happen at a young age so as to “reduce the affects of the disability” (Heward, 2009). Placing Nicky in a mainstream school may allow ample opportunities for him to be “heavily influenced by the environments and people around him” (Lim & Quah, 2004, p.330), which will subsequently aid in his developmental progress.
(ii) Nicky's diagnosis of having Down Syndrome.
I will firstly assure Mrs. Kong that it is normal to have doubts and be in a denial state about Nicky’s condition as this is her first experience handling a child with Down Syndrome. To add on, Nicky is still young and he does not display the physical features of a child with Down Syndrome. I will provide her with the reassurance that there are many supports out there who are willing to help, which begins from me, the centre, her family and the society. There are also special schools as well as organizations who cater for children with intellectual disabilities and children with other disabilities such as MINDS, Movement for the Intellectually Disabled and APSN, Association for Persons with Special Needs and the Singapore Down Syndrome Association
However, I will need to put on an emphasis in regards to the matter that a specialist or a doctor maybe resourceful in areas that she may not know about Nicky. Therefore, a blood test is concrete evidence to assure her that Nicky is diagnosed with Down Syndrome. I will strongly advised her to go for further assessments and collate as much information from the specialist or doctor in learning about the disability, Down Syndrome. Supports from the professionals are crucial in understanding her child’s needs better, importantly, to aid Nicky on his view of life. Supports act as the “resources and strategies that aim to promote the development, education, interests, and personal well-being of a person that enhance individual functioning ( Luckasson et al.,2002,p.15 cited from Heward, 2009)
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
It is appropriate to disclose to Mrs. Kong about special education, special schools and inclusive education in Singapore when sharing with her about the future of children with Down Syndrome in Singapore.
During every sharing, it is important to take into accounts of Mrs. Kong queries and views. Firstly, I will introduce to her the term, special education. Heward (2000) defines special education as “a purposeful intervention. Successful interventions prevent, eliminate, and/or overcome the obstacles that might keep an individual with disabilities from learning and from full and active participation in school and society”. I will elaborate further by stating that with special education, children with disabilities maybe able to show ongoing progress in their developmental delays. It is also beneficial for the children with disabilities as they are given opportunities to learn and maximize their potential as well as strengths.
Secondly, I will then discuss with relevant information and brief description pertaining to the special schools and organizations in Singapore that cater specially for children with Down Syndrome. They are MINDS (Movement for the Intellectually Disabled), ASPSN (Association for Persons with Special Needs), Metta School and Grace Orchard School. Together with the description of the necessary information, I will acknowledge the concerns of the severity of the disability as well as the special education program adopted in the special schools.
Thirdly, as an advocator for inclusion, I will elaborate much detail regarding inclusive education in Singapore and the benefits of inclusion. Even though inclusion may not be really evident in Singapore, there have been “ significant developments in the knowledge and practice for helping students with such disabilities in mainstream educational environments (Bateman & Bateman, 2001, cited from Lim & Quah, 2004). In addition to that factor, I will stress on the point that not every children with disabilities may benefit from the inclusion setting as it heavily depends on the child’s severity of the disabilities.
On the other hand, exposing children with Down Syndrome to an inclusive environment allow them for opportunities to increase in their attention span ability, memory skills, social skills and communication skills with peers and teachers (Lim & Quah, 2004, p.330). Through mediated learning experiences (MLE), children with Down Syndrome are able to enhance in their developmental progress with the supports from “parent, facilitator or teacher”. (Lim & Quah, 2004). For any children with disabilities to benefit in the mainstream education, there is a need of good partnership of teachers and parents, effective and supportive group of teachers in the centres as well as the mutual support from the community (it can be the other children’s parents from the centre).
Lastly, I will end with a positive note to leave Mrs. Kong with an optimistic head start in taking care of Nicky. The process of providing the assistance and supporting a child with disability maybe challenging. However, it is really worthwhile when the child is able to exhibits characteristics that may not be present during the early years. It is truly significance to the children with Down Syndrome as they are given opportunities to grow up as an individual that can contribute to the community. “Many children with and adults with mental retardation display tenacity and curiosity in learning, get along well with others, and are postive influences on those around them (Reiss & Reiss,2004;J.D.Smith,2000 cited from Heward 2009).
References:
Down Syndrome Association of Singapore. (2009). What you need to know about Down Syndrome. Retrieved on August 14, 2009, from
http://downsyndrome-singapore.org/content/view/35/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Asyura Bte Alias Group B
Before revealing any statements to Mrs. Kong, it is essential for me as an educator who is furthermore not a specialist in Special Needs Education to prepare beforehand with relevant resources and information pertaining to the issue. Preferable, I will like to discuss the concern issue with both Mr. Kong and Mrs. Kong in an arranged meeting session. As the issue is of highly sensitive, it is beneficial for both of them to be there during the meeting to share and support each other mutually as they have no prior experiences in handling the issue.
Instead of overwhelming them with all the relevant information, I will definitely show my deepest empathy to both Mr. and Mrs. Kong. It is essential for building the trust and rapport between teacher and parents partnership. I will then firstly address both of their concerns and listening carefully to their needs. Secondly, I will draw out their elaboration on a piece of paper and use it as a reflection by the end of the session. Thirdly, I will then share information regarding children with Down Syndrome beginning with the definition and how it may affects the child’s learning. In accordance to (Singapore Down Syndrome Association, 2009), ‘an individual with Down Syndrome experienced a genetic condition caused by the presence of an extra chromosome 21’. They may display learning difficulties including of poor memory, slow learning rates, attention problems, difficulty generalizing what they have learned and lack of motivation (Heward, 2009). Despite of the developmental delays, children or people with Down Syndrome should still be seen as an individual who has feelings and need to be respected, love, care and support from the people around them.
Lastly, I will contribute positive views about children with Down Syndrome and their future in Singapore. Their disabilitiness is not a hindrance for them to learn and excel in life. They may need to put in a tremendous amount of effort and require support from their families and community. They are still able to triumph and “forged own successful life paths” (Heward,2009). People with Down Syndrome can also contribute effectively to the society and able to gain a bright future in Singapore. Teachers in Singapore, especially from The Special Schools and along with the mainstream teachers are well educated or trained or somehow been exposed in the Special Needs Education to be able to “understand the nature of their learning difficulties and providing the appropriate support” (Lim & Quah, 2004, p. 318). Schools in Singapore are also adapting programmes that are beneficial for the learning of child with intellectual disabilities. They are The Encouraging Achievement and better Learning (ENABLE) Programme, The Learning Support Programme (LSP), the Buddy Reading and Buddy Writing programmes. (Lim & Quah, 2004, p. 324 & 325).
2.(b) Given the limited information provided, what would you advise Mrs Kong about:
(i)Enrolling Nicky into the centre's toddler class
As a Toddler and Senior Teacher in the centre, I will definitely encourage her to enroll Nicky into the centre. However, I will need to acknowledge and address the matter to the centre’s supervisor and the rest of the teachers beforehand so that we may gain a better understanding of her child and gather the various learning needs which maybe useful during his learning. It is essential for Early Intervention to happen at a young age so as to “reduce the affects of the disability” (Heward, 2009). Placing Nicky in a mainstream school may allow ample opportunities for him to be “heavily influenced by the environments and people around him” (Lim & Quah, 2004, p.330), which will subsequently aid in his developmental progress.
(ii) Nicky's diagnosis of having Down Syndrome.
I will firstly assure Mrs. Kong that it is normal to have doubts and be in a denial state about Nicky’s condition as this is her first experience handling a child with Down Syndrome. To add on, Nicky is still young and he does not display the physical features of a child with Down Syndrome. I will provide her with the reassurance that there are many supports out there who are willing to help, which begins from me, the centre, her family and the society. There are also special schools as well as organizations who cater for children with intellectual disabilities and children with other disabilities such as MINDS, Movement for the Intellectually Disabled and APSN, Association for Persons with Special Needs and the Singapore Down Syndrome Association
However, I will need to put on an emphasis in regards to the matter that a specialist or a doctor maybe resourceful in areas that she may not know about Nicky. Therefore, a blood test is concrete evidence to assure her that Nicky is diagnosed with Down Syndrome. I will strongly advised her to go for further assessments and collate as much information from the specialist or doctor in learning about the disability, Down Syndrome. Supports from the professionals are crucial in understanding her child’s needs better, importantly, to aid Nicky on his view of life. Supports act as the “resources and strategies that aim to promote the development, education, interests, and personal well-being of a person that enhance individual functioning ( Luckasson et al.,2002,p.15 cited from Heward, 2009)
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
It is appropriate to disclose to Mrs. Kong about special education, special schools and inclusive education in Singapore when sharing with her about the future of children with Down Syndrome in Singapore.
During every sharing, it is important to take into accounts of Mrs. Kong queries and views. Firstly, I will introduce to her the term, special education. Heward (2000) defines special education as “a purposeful intervention. Successful interventions prevent, eliminate, and/or overcome the obstacles that might keep an individual with disabilities from learning and from full and active participation in school and society”. I will elaborate further by stating that with special education, children with disabilities maybe able to show ongoing progress in their developmental delays. It is also beneficial for the children with disabilities as they are given opportunities to learn and maximize their potential as well as strengths.
Secondly, I will then discuss with relevant information and brief description pertaining to the special schools and organizations in Singapore that cater specially for children with Down Syndrome. They are MINDS (Movement for the Intellectually Disabled), ASPSN (Association for Persons with Special Needs), Metta School and Grace Orchard School. Together with the description of the necessary information, I will acknowledge the concerns of the severity of the disability as well as the special education program adopted in the special schools.
Thirdly, as an advocator for inclusion, I will elaborate much detail regarding inclusive education in Singapore and the benefits of inclusion. Even though inclusion may not be really evident in Singapore, there have been “ significant developments in the knowledge and practice for helping students with such disabilities in mainstream educational environments (Bateman & Bateman, 2001, cited from Lim & Quah, 2004). In addition to that factor, I will stress on the point that not every children with disabilities may benefit from the inclusion setting as it heavily depends on the child’s severity of the disabilities.
On the other hand, exposing children with Down Syndrome to an inclusive environment allow them for opportunities to increase in their attention span ability, memory skills, social skills and communication skills with peers and teachers (Lim & Quah, 2004, p.330). Through mediated learning experiences (MLE), children with Down Syndrome are able to enhance in their developmental progress with the supports from “parent, facilitator or teacher”. (Lim & Quah, 2004). For any children with disabilities to benefit in the mainstream education, there is a need of good partnership of teachers and parents, effective and supportive group of teachers in the centres as well as the mutual support from the community (it can be the other children’s parents from the centre).
Lastly, I will end with a positive note to leave Mrs. Kong with an optimistic head start in taking care of Nicky. The process of providing the assistance and supporting a child with disability maybe challenging. However, it is really worthwhile when the child is able to exhibits characteristics that may not be present during the early years. It is truly significance to the children with Down Syndrome as they are given opportunities to grow up as an individual that can contribute to the community. “Many children with and adults with mental retardation display tenacity and curiosity in learning, get along well with others, and are postive influences on those around them (Reiss & Reiss,2004;J.D.Smith,2000 cited from Heward 2009).
References:
Down Syndrome Association of Singapore. (2009). What you need to know about Down Syndrome. Retrieved on August 14, 2009, from
http://downsyndrome-singapore.org/content/view/35/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Asyura Bte Alias Group B
Pavethra Surendiran (Group A)
. Based on the information given (which was adapted from a recent real incident with additional contributions from experts in the field of early childhood education and special needs), please answer the following questions with justifications (including in-text citation/referencing) for your answers:
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
Firstly, I would make Mrs Kong aware of the down syndrome association in Singapore and the services provided to facilitate their learnings. I would also let Mrs Kong know that just because her child has been diagnosed as having Down Syndrome, he has got no future and cant go far. I would motivate and build Mrs Kong's esteem by saying that although Down Syndrome has got additional medical conditions, they can be treated with the right form of early intervention. Additionally, i would assure her that children who have down syndrome do have a future in Singapore and that they wont be looked down upon. I would urge her to believe in herself and her child so that if she stumbles upon any obstacle, she will be strong enough to overcome it. As mentioned in the National Institute of child health and human development website (2007), children can benefit from occupational therapy, speech therapy and other exercises with regards to fine and gross motor skills.
Firstly, I would make Mrs Kong aware of the down syndrome association in Singapore and the services provided to facilitate their learnings. I would also let Mrs Kong know that just because her child has been diagnosed as having Down Syndrome, he has got no future and cant go far. I would motivate and build Mrs Kong's esteem by saying that although Down Syndrome has got additional medical conditions, they can be treated with the right form of early intervention. Additionally, i would assure her that children who have down syndrome do have a future in Singapore and that they wont be looked down upon. I would urge her to believe in herself and her child so that if she stumbles upon any obstacle, she will be strong enough to overcome it. As mentioned in the National Institute of child health and human development website (2007), children can benefit from occupational therapy, speech therapy and other exercises with regards to fine and gross motor skills.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
Before she enrols Nicky in the toddlers class, i would strongly advice her to bring him for further assessments at the hospital to learn more about the severity of his disability and to ask the doctor which setting would be more suitable for him. Not all children benefit from an inclusive setting like a childcare centre and not all stand to gain from a special school setting. Also, if she insists that she wants Nicky to be placed in a childcare setting,then i would allow him on a trial basis to see how he copes and see what i can do to better facilitate and cater to him, not interrupting the learnings of other children. As I am a strong advocate of inclusion, i would do my best to include Nicky in usual classroom activities and monitor him closely. I would also encourage Mrs Kong to practice what we do in the classroom so that it would be more familiar for Nicky and he would be able to adapt to it.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would have a interactive chat session with Mrs Kong with regards to this issue and try my best to answer all her queries and worries about this matter. I would provide her with all the vital information such as brochures and booklets so that she can read up on it and be more aware. I would tell her more about the physical and health conditions of children with down syndrome such as 'heart disease', 'poor muscle tone and loose ligaments' and hearing problems as well ( National Institute of Child Health and Human development, 2007). Additionally, i would find videos of children with down syndrome and let Mrs Kong see them so that she would learn more on how these children live and also to show that they can lead a normal live with the right intervention.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I would firstly explain the terms to her so that she would be more clear on it. The term special education and special school means ( Heward 2009) " individually planned, specialized, intensive, goal-directed instruction" (p.47). Singapore has special schools that provide this special children with a specialized form of education that is centred for their needs. Lim and Quah ( 2004) mentioned that inclusion is a term which is used to include special children in mainstream settings. As such, i would encourage Mrs Kong to enrol Nicky in a mainstream setting so that he would be able to interact and mix around with different children and also receive professional help and treatment.I would also tell her that Singapore's education system is slowly changing its focus to catering to the needs of special needs children so that they too will be able to benefit.
References:
Lim,L and Quah, M.M (2004) Educating learners with diverse abilities, Singapore: McGraw hill
National Institute of Child Health and Human Development (2007),. Down Syndrome. Retrieved 14 August 2009 from National Institute of Child Health and Human Development website: www.nichd.nih.gov.com
Heward , W.L (2009) Exceptional children : An introduction to special education .9th ed Upper Saddle, NJ : Merrill Prentice hall.
Before she enrols Nicky in the toddlers class, i would strongly advice her to bring him for further assessments at the hospital to learn more about the severity of his disability and to ask the doctor which setting would be more suitable for him. Not all children benefit from an inclusive setting like a childcare centre and not all stand to gain from a special school setting. Also, if she insists that she wants Nicky to be placed in a childcare setting,then i would allow him on a trial basis to see how he copes and see what i can do to better facilitate and cater to him, not interrupting the learnings of other children. As I am a strong advocate of inclusion, i would do my best to include Nicky in usual classroom activities and monitor him closely. I would also encourage Mrs Kong to practice what we do in the classroom so that it would be more familiar for Nicky and he would be able to adapt to it.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would have a interactive chat session with Mrs Kong with regards to this issue and try my best to answer all her queries and worries about this matter. I would provide her with all the vital information such as brochures and booklets so that she can read up on it and be more aware. I would tell her more about the physical and health conditions of children with down syndrome such as 'heart disease', 'poor muscle tone and loose ligaments' and hearing problems as well ( National Institute of Child Health and Human development, 2007). Additionally, i would find videos of children with down syndrome and let Mrs Kong see them so that she would learn more on how these children live and also to show that they can lead a normal live with the right intervention.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I would firstly explain the terms to her so that she would be more clear on it. The term special education and special school means ( Heward 2009) " individually planned, specialized, intensive, goal-directed instruction" (p.47). Singapore has special schools that provide this special children with a specialized form of education that is centred for their needs. Lim and Quah ( 2004) mentioned that inclusion is a term which is used to include special children in mainstream settings. As such, i would encourage Mrs Kong to enrol Nicky in a mainstream setting so that he would be able to interact and mix around with different children and also receive professional help and treatment.I would also tell her that Singapore's education system is slowly changing its focus to catering to the needs of special needs children so that they too will be able to benefit.
References:
Lim,L and Quah, M.M (2004) Educating learners with diverse abilities, Singapore: McGraw hill
National Institute of Child Health and Human Development (2007),. Down Syndrome. Retrieved 14 August 2009 from National Institute of Child Health and Human Development website: www.nichd.nih.gov.com
Heward , W.L (2009) Exceptional children : An introduction to special education .9th ed Upper Saddle, NJ : Merrill Prentice hall.
See Pei Yu, Michele. Group B
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
I would thank Mrs Kong for sharing her concerns with me. In addition, I would hope to be able to hear more about what she and Mr Kong feel and think about it. I think that it is important to understand what she feels about Nicky’s situation and find out what she knows about children with Down Syndrome and their future in Singapore.
Down syndrome is associated with developmental problems such as a delay development of cognitive skills such as a shorter memory capacity and in the acquisition of language. Children may also need to learn coping strategies to compensate for challenges in locomotors skills such as crawling, sitting and walking.
Singapore’s current status is integration. However, we are trying to moves towards a state of inclusion. Increasingly, teachers are being trained to teach children with special needs in a mainstream classroom. Activities will be designed in a way that promotes diversity in learning and recognizing individual strengths. I would also encourage her to visit the website of Down Syndrome Association (Singapore) to find out and learn more information. My opinion to her would be that early intervention is very beneficial. Therapist would be able to support and correct problematic behaviors that Nicky may have physically. They will also be able to teach Nicky essential skills to aid development. When early intervention is administered, a child is more likely to succeed.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
According to the centre’s policy, Nicky can be enrolled when he is 18 months old. Support will be given, and I would encourage Mrs Kong to observe and work alongside teachers in the centre on Nicky’s progress and adjustment to the environment. I think that having two older siblings in the same centre will be beneficial for Nicky’s adjustment and development. However, I would also recommend established preschool centres that already have a program to include children with special needs.
I would also try to connect Mrs Kong to other mothers whose children also have been diagnosed with down syndrome. I hope that the similar experiences shared can be of comfort and can provide Mrs Kong with inspiration and direction when faced with challenges.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
According to the Down Syndrome Association Singapore (2009) Nothing done before or during pregnancy can cause Down syndrome. It occurs in all races, social classes and in all countries throughout the world. It can happen to anyone. No one is to blame.
Down syndrome is a caused by the presence of an extra chromosome. While not present in all individuals, many people with down syndrome exhibit physical features such as a flat facial profile and upward slant in the eyes. They have a tendency to suffer from physical conditions such as “muscle hypotonia” which is that muscles tend to tire more easily, and “hyperflexibility” which is that joints may lack strength or control. If babies are diagnosed with down syndrome, they may also face higher risk for certain medical conditions. Thus, it is recommended and important for Mrs Kong to make an appointment with the doctor to bring Nicky back for further assessment.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Children with special needs regularly require additional support to function and live successfully in community settings. In Singapore, there are two plans which are commonly used. They are the Individualized Education Plan (IEP), and IFSP (Individualised Family Service Plan). According to Heward (2009), Special education can be defined as purposeful intervention designed to prevent, eliminate, and/ or overcome obstacles that might keep a child with disabilities from learning and from full and active participation in school and society. (p.35)
Special schools were first started by Voluntary Welfare Organizations (VWOs), and now serve a diverse age group and spectrum of needs. The aim of Special Education schools (SPED) is to develop each child’s capacity to his/ her fullest potential, where the education curriculum is supplemented with rehabilitative and therapy services to provide for the child’s physiological well-being as well as all-round development. (Lim & Quah, 2004, p.48) However, we are trying to move away from segregation towards inclusion, when the wider society and individuals with disability are able to live well together. Hopefully, resources will be able to be shared fairly and understanding of a person who is different from you will help them move toward a loving and caring community.
The Ministry of Education in Singapore is trying to move towards an inclusive setting where children with disabilities are able to join their classmates in mainstream education. Allied Educators will support the teachers in the application of innovative pedagogies to instruct and interact with each pupil. They will also facilitate discussion groups as well as engage the pupils in their project work. Teachers will also involve allied educators in the delivery of enriching programmes and activities outside the classroom. The allied educators will also build rapport with the pupils to help them improve their self-confidence, self-esteem and sense of independence. (Ministry of Education, Singapore 2009). Thus, I will advise Mrs Kong to take one step at a time and not to worry. We will make sure that Nicky gets the best education possible to help in succeed in the future.
References:
Down Syndrome Information for Affirmative Action. (2009). Down Syndrome and Beyond. Retrieved August 14, 2009, from http://www.cdadc.com/ds/hypotonia.htm
Heward, W.L. (2009). Exceptional children: An introduction to Special Education (9th Ed.). Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore:
McGraw Hill.
Ministry of Education, Singapore. (2009). Allied educators careers. Retrieved August 14, 2009, from http://www.moe.gov.sg/careers/allied-educators/
Parenting Magazine. (2009). Life with Anthony. Retrieved August 12, 2009, from http://stanford.wellsphere.com/down-syndrome-article/fromparentingmagazine/585469
Singapore Down Syndrome Association. (2009). All you need to know about Down Syndrome. Retrieved August 12, 2009, from the Singapore Down Syndrome Association Website: http://downsyndromesingapore.org/content/view/34/111/
I would thank Mrs Kong for sharing her concerns with me. In addition, I would hope to be able to hear more about what she and Mr Kong feel and think about it. I think that it is important to understand what she feels about Nicky’s situation and find out what she knows about children with Down Syndrome and their future in Singapore.
Down syndrome is associated with developmental problems such as a delay development of cognitive skills such as a shorter memory capacity and in the acquisition of language. Children may also need to learn coping strategies to compensate for challenges in locomotors skills such as crawling, sitting and walking.
Singapore’s current status is integration. However, we are trying to moves towards a state of inclusion. Increasingly, teachers are being trained to teach children with special needs in a mainstream classroom. Activities will be designed in a way that promotes diversity in learning and recognizing individual strengths. I would also encourage her to visit the website of Down Syndrome Association (Singapore) to find out and learn more information. My opinion to her would be that early intervention is very beneficial. Therapist would be able to support and correct problematic behaviors that Nicky may have physically. They will also be able to teach Nicky essential skills to aid development. When early intervention is administered, a child is more likely to succeed.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
According to the centre’s policy, Nicky can be enrolled when he is 18 months old. Support will be given, and I would encourage Mrs Kong to observe and work alongside teachers in the centre on Nicky’s progress and adjustment to the environment. I think that having two older siblings in the same centre will be beneficial for Nicky’s adjustment and development. However, I would also recommend established preschool centres that already have a program to include children with special needs.
I would also try to connect Mrs Kong to other mothers whose children also have been diagnosed with down syndrome. I hope that the similar experiences shared can be of comfort and can provide Mrs Kong with inspiration and direction when faced with challenges.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
According to the Down Syndrome Association Singapore (2009) Nothing done before or during pregnancy can cause Down syndrome. It occurs in all races, social classes and in all countries throughout the world. It can happen to anyone. No one is to blame.
Down syndrome is a caused by the presence of an extra chromosome. While not present in all individuals, many people with down syndrome exhibit physical features such as a flat facial profile and upward slant in the eyes. They have a tendency to suffer from physical conditions such as “muscle hypotonia” which is that muscles tend to tire more easily, and “hyperflexibility” which is that joints may lack strength or control. If babies are diagnosed with down syndrome, they may also face higher risk for certain medical conditions. Thus, it is recommended and important for Mrs Kong to make an appointment with the doctor to bring Nicky back for further assessment.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Children with special needs regularly require additional support to function and live successfully in community settings. In Singapore, there are two plans which are commonly used. They are the Individualized Education Plan (IEP), and IFSP (Individualised Family Service Plan). According to Heward (2009), Special education can be defined as purposeful intervention designed to prevent, eliminate, and/ or overcome obstacles that might keep a child with disabilities from learning and from full and active participation in school and society. (p.35)
Special schools were first started by Voluntary Welfare Organizations (VWOs), and now serve a diverse age group and spectrum of needs. The aim of Special Education schools (SPED) is to develop each child’s capacity to his/ her fullest potential, where the education curriculum is supplemented with rehabilitative and therapy services to provide for the child’s physiological well-being as well as all-round development. (Lim & Quah, 2004, p.48) However, we are trying to move away from segregation towards inclusion, when the wider society and individuals with disability are able to live well together. Hopefully, resources will be able to be shared fairly and understanding of a person who is different from you will help them move toward a loving and caring community.
The Ministry of Education in Singapore is trying to move towards an inclusive setting where children with disabilities are able to join their classmates in mainstream education. Allied Educators will support the teachers in the application of innovative pedagogies to instruct and interact with each pupil. They will also facilitate discussion groups as well as engage the pupils in their project work. Teachers will also involve allied educators in the delivery of enriching programmes and activities outside the classroom. The allied educators will also build rapport with the pupils to help them improve their self-confidence, self-esteem and sense of independence. (Ministry of Education, Singapore 2009). Thus, I will advise Mrs Kong to take one step at a time and not to worry. We will make sure that Nicky gets the best education possible to help in succeed in the future.
References:
Down Syndrome Information for Affirmative Action. (2009). Down Syndrome and Beyond. Retrieved August 14, 2009, from http://www.cdadc.com/ds/hypotonia.htm
Heward, W.L. (2009). Exceptional children: An introduction to Special Education (9th Ed.). Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore:
McGraw Hill.
Ministry of Education, Singapore. (2009). Allied educators careers. Retrieved August 14, 2009, from http://www.moe.gov.sg/careers/allied-educators/
Parenting Magazine. (2009). Life with Anthony. Retrieved August 12, 2009, from http://stanford.wellsphere.com/down-syndrome-article/fromparentingmagazine/585469
Singapore Down Syndrome Association. (2009). All you need to know about Down Syndrome. Retrieved August 12, 2009, from the Singapore Down Syndrome Association Website: http://downsyndromesingapore.org/content/view/34/111/
Ng Bee Ying, Group B
a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?
I will firstly empathize with Mrs Kong and remind her that it is not their fault that Nicky has Down syndrome. I will then share the information on the disability, for instance, Down Syndrome Association (2009) stated that “children with Down syndrome may have physical impairments and developmental delay ranging from mild to severe” and the disability is caused by genetic factors, such as the presence of an extra chromosome.
I will assure Mrs Kong that Singapore is working towards the goal of becoming an inclusive society. One such example is the ‘Enabling Masterplan 2007 – 2011’ policy, whereby children with special needs will receive early intervention programs, maximizing the child’s ability in living independently. Equal job opportunities will also be provided to people with special needs in this plan (MCYS, 2008). I will also provide her with online job database links which provide job opportunities for people with down syndrome or other disabilities to support the mentioned policy, for example http://jobs-odf.com.sg/Home/Home.aspx
(i) Enrolling Nicky into the centre's toddler class
The centre will definitely allow Nicky to be enrolled in the centre as we know the importance of early intervention, as well as inclusion and have designed the learning environment and curriculum for diversity, but I will advise to Mrs Kong to arrange for further assessments with the doctor to find out the severity of and seek for medical assistance in Nicky’s situation. The Health Promotion Board (2009) stated that “children with Down syndrome do benefit from medical help and early interventions starting in infancy which improve the life expectancy and quality of life”. Hence, by planning appropriate early intervention programs according to the child’s needs and different aspects of his development, as well as collaborating with and getting support or help from professionals and therapists, teachers will be able to help Nicky to benefit from the early intervention programs.
(b) Given the limited information provided, what would you advise Mrs Kong about:
(ii) Nicky's diagnosis of having Down Syndrome.
I will strongly encourage Mrs Kong to allow Nicky to go for further assessments for accuracy of the diagnosis and allow parents and teachers to be aware of the severity of Nicky’s condition. By doing so, teachers will be able to collaborate with the specialists and design for individualized education plan to maximize Nicky’s potential.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
According to Lim and Quah (2004), children with special needs who have difficulty coping in mainstream settings require special education taught in special schools. I would explain to Mrs Kong that special schools are schools that cater only to children with special needs and an example of a special school that accommodates children with Down syndrome is Movement for the Intellectually Disabled of Singapore (MINDS).
Heward (2009) defines special education as an effective intervention which is planned to help children with special needs to overcome obstacles that hinders their learning. Educators, who are teaching in special education, are specially trained to teach children with special needs. Whereas for inclusive education, children with disabilities are included in a general education classroom whereby curriculum and environment is adapted to suit the child’s needs with the help of assistive technology, allied educators, therapists, etc (Lim & Quah, 2004).
I will inform Mrs Kong that Singapore is slowly working on their education system towards inclusion in mainstream. However, Daipi (2004) mentioned that some children are more suitable for and learn better in special education. Therefore, I will remind Mrs Kong to think about and discuss with specialists to find out which of the education system is more suitable for Nicky in the future.
References
Daipi, H. (2004). Singapore’s journey to “inclusive education”. Speech delivered at Ministerial Forum, Thailand, May 26, 2004. Retrieved August 14, 2009 from Ministry of Education (MOE) Speeches website at http://moe.gov.sg/media/speeches/2004/sp20040526.htm
Down Syndrome Association (2009). All you need to know about down syndrome. Retrieved August 13, 2009 from http://downsyndrome-singapore.org/content/view/35/111/
Health Promotion Board (2009). Down syndrome. Retrieved August 13, 2009 from http://hpb.gov.sg/diseases/article.aspx?id=494
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill Education (Asia)
MCYS (2008). Enabling masterplan 2007 – 2011. Retrieved August 13, 2009 from http://www.mcys.gov.sg/enablingmasterplan/index.html
Ong Sock Yee (B)
a)
I would empathize with Mrs Kong and tell her that I am glad that she is sharing her deepest concerns with me. I would encourage her to express her feelings, thoughts, anxieties and fears. Then I would gently inform her that Down Syndrome is not an illness hence there is no cure to it but with early intervention and treatment people with Down Syndrome would still be able to lead productive lives. It defined as a chromosomal disorder that is caused by an extra chromosome 21 in the child and there is no exact cause to why it happens. It can happen to anyone regardless of race and economic-background all over the world. Down syndrome mainly causes delays in physical and intellectual development (Down Syndrome Association Singapore, 2009).
In regards to Nicky’s future, I would share with Mrs Kong my belief that, just like any other child, we can’t look at a newborn and say for sure what his or her future holds. I would tell Mrs Kong that a large part of Nicky’s future is within our control hence not all hope is lost. It is because Nicky’s future would depend largely on how supportive and strong the family is. Moreover, I would emphasize the importance of communication, as it would significantly help her whole family to better cope with Nicky’s condition. It is because through communication it would help reduce the feeling of isolation and stress faced by the family, to listen to others experiences, learn new effective learning strategies and most importantly to gather useful information in helping Nicky. This could be done so by consulting with the professionals who are well-versed in field of Down Syndrome and to join the Down Syndrome Parent Support Group offered by the Down Syndrome (Down Syndrome Association of Singapore, 2009).
Bi)
I would inform her that our school is currently applying to be part of the 18 Integrated Childcare Centre Programme (ICCP) (Centre for Enabled Living, 2009). This shows that our centre is confident in providing quality education for children with and without special needs. Hence, I would encourage Mrs Kong to enroll Nicky into our centre, while I would do my part to ensure that I am well-equipped to deal with Nicky’s condition, in terms of my belief towards inclusion, my knowledge and teaching strategies. I would explain to Mrs Kong that if Nicky were to be enrolled in our centre, I would adopt the Individualized Education Program (IEP), for instance I would focus on developing Nicky’s self-help skills that would be beneficial for his future. Moreover, I would adopt the Individualized Family Service Program (IFSP) that requires strong collaboration and commitment from the professionals, Nicky’s family and myself.
Additionally, I would also engage in consistent assessments on all aspects of Nicky’s development that would be shared with Mrs Kong. After about 6 months, we would check if Nicky is happy in school and how he had benefited from the curriculum that is planned with Nicky’s and other children’s interests in mind. If the results are positive we would continue to let Nicky stay in the centre, if not further assessments and discussion would be made to decide on alternative educational institute. Furthermore, I would also remind Mrs Kong that it is going to be an on-going learning journey that would encounter many challenges to be overcome by all parties involved including Nicky, Mrs Kong and family, myself, and other professionals.
ii)
It is because Nicky was born looking like any other child, Mrs Kong and family expected Nicky to be like his other siblings. Hence when Nicky was diagnosed with Down Syndrome, the family had difficulty coming to terms with it. However, it is stated that children with Down syndrome have different symptoms depending on the severity/scale of the disability. Despite, not having facial features resembling to a person with Down Syndrome, there are other physical characteristics such as, short stubby fingers, limbs and torsos that may reveal other wise (Lim & Quah, 2004).
I would strongly encourage Mrs Kong to bring Nicky for further assessments to be done by the professionals. It is because early diagnosis and early intervention that consists of educational, nutritional, child care, and family supports which would help to reduce the effects of disabilities (Heward, 2006). Moreover, as Down Syndrome is also associated with medical conditions such as, congenital heart defects, leukemia, hearing loss, eye disease and so on. Early detection and treatment of health complications is important in preventing and worsening of the condition (Singapore Down Syndrome Association, 2009).
I would empathize with Mrs Kong and tell her that I am glad that she is sharing her deepest concerns with me. I would encourage her to express her feelings, thoughts, anxieties and fears. Then I would gently inform her that Down Syndrome is not an illness hence there is no cure to it but with early intervention and treatment people with Down Syndrome would still be able to lead productive lives. It defined as a chromosomal disorder that is caused by an extra chromosome 21 in the child and there is no exact cause to why it happens. It can happen to anyone regardless of race and economic-background all over the world. Down syndrome mainly causes delays in physical and intellectual development (Down Syndrome Association Singapore, 2009).
In regards to Nicky’s future, I would share with Mrs Kong my belief that, just like any other child, we can’t look at a newborn and say for sure what his or her future holds. I would tell Mrs Kong that a large part of Nicky’s future is within our control hence not all hope is lost. It is because Nicky’s future would depend largely on how supportive and strong the family is. Moreover, I would emphasize the importance of communication, as it would significantly help her whole family to better cope with Nicky’s condition. It is because through communication it would help reduce the feeling of isolation and stress faced by the family, to listen to others experiences, learn new effective learning strategies and most importantly to gather useful information in helping Nicky. This could be done so by consulting with the professionals who are well-versed in field of Down Syndrome and to join the Down Syndrome Parent Support Group offered by the Down Syndrome (Down Syndrome Association of Singapore, 2009).
Bi)
I would inform her that our school is currently applying to be part of the 18 Integrated Childcare Centre Programme (ICCP) (Centre for Enabled Living, 2009). This shows that our centre is confident in providing quality education for children with and without special needs. Hence, I would encourage Mrs Kong to enroll Nicky into our centre, while I would do my part to ensure that I am well-equipped to deal with Nicky’s condition, in terms of my belief towards inclusion, my knowledge and teaching strategies. I would explain to Mrs Kong that if Nicky were to be enrolled in our centre, I would adopt the Individualized Education Program (IEP), for instance I would focus on developing Nicky’s self-help skills that would be beneficial for his future. Moreover, I would adopt the Individualized Family Service Program (IFSP) that requires strong collaboration and commitment from the professionals, Nicky’s family and myself.
Additionally, I would also engage in consistent assessments on all aspects of Nicky’s development that would be shared with Mrs Kong. After about 6 months, we would check if Nicky is happy in school and how he had benefited from the curriculum that is planned with Nicky’s and other children’s interests in mind. If the results are positive we would continue to let Nicky stay in the centre, if not further assessments and discussion would be made to decide on alternative educational institute. Furthermore, I would also remind Mrs Kong that it is going to be an on-going learning journey that would encounter many challenges to be overcome by all parties involved including Nicky, Mrs Kong and family, myself, and other professionals.
ii)
It is because Nicky was born looking like any other child, Mrs Kong and family expected Nicky to be like his other siblings. Hence when Nicky was diagnosed with Down Syndrome, the family had difficulty coming to terms with it. However, it is stated that children with Down syndrome have different symptoms depending on the severity/scale of the disability. Despite, not having facial features resembling to a person with Down Syndrome, there are other physical characteristics such as, short stubby fingers, limbs and torsos that may reveal other wise (Lim & Quah, 2004).
I would strongly encourage Mrs Kong to bring Nicky for further assessments to be done by the professionals. It is because early diagnosis and early intervention that consists of educational, nutritional, child care, and family supports which would help to reduce the effects of disabilities (Heward, 2006). Moreover, as Down Syndrome is also associated with medical conditions such as, congenital heart defects, leukemia, hearing loss, eye disease and so on. Early detection and treatment of health complications is important in preventing and worsening of the condition (Singapore Down Syndrome Association, 2009).
c)
Firstly, I would share with Mrs Kong my personal philosophy on education, that each child is a unique individual who requires their own special assistance. Hence, it is my duty as a teacher to be sensitive to each child’s needs and to provide what i can to help children and children with disabilities to flourish including Nicky.
Secondly, I would proceed to define special education and inclusive education. Special Education is defined as a customized educational programmes and training for different disability groups. The programmes are aimed at developing the potential of pupils and helping them to be independent, self-supporting and contributing members of society (Ministry Of Education, 2009). There are some special schools in Singapore for Down Syndrome such as, the RAINBOW centre, METTA school and Rainbow centre. Each school caters to different age group and range of IQ level. Inclusive Education is whereby the necessary support is provided for students to become full-time members in classroom who participates meaningfully both physically and mentally (Lim & Quah, 2004).
Thirdly, I would inform with Mrs Kong that the Singapore education system currently practices more of integration than inclusion. I would then explain the difference between integration and inclusion. According to Harman, (n,d.). Integration is effort made to help the child with disability to fit into the school’s curriculum which serves to increase the opportunity for the child’s participation. Inclusion is about helping each and every child through accepting and celebrating diversity within the classroom. In an inclusive education the school would go all out to serve the needs of all children that ensure full participation from both children and children with special needs.
Even though I see myself as an advocator for inclusion, I would also advise Mrs Kong that each child should be placed in the environment that would most suit the needs of the child, be it in special education or inclusive education. This depends largely on the child’s severity of the disability. Ultimately, I firmly believe that Nicky should be given the opportunity to be included in mainstream classroom. This is supported by Down syndrome association of Singapore (2009) who believes that academic and social inclusion for children with Down syndrome is possible within mainstream schools, given the appropriate accommodations and supports.The local government had also supported inclusion through many programs this includes, the introduction of allied educators in mainstream primary and secondary schools, providing additional fundings, and training for teachers in mainstream schools (Ministry of Education, 2009). I believe that in time to come, inclusion would shift away from its current state of being highly talked and heard yet hardly witnessed. I would then encourage Mrs Kong and her family to stay strong and optimistic in order to continue to help Nicky create a future of her own. Lastly, I would assure Mrs Kong that I would always be there to provide support like how she would do for Nicky.
Reference:
Centre for Enabled Living. (2009). Young children: Integrated child care programme Retrieved on August 14, 2009, from http://www.cel.sg/AgeGroupDisabilityPages5.aspx
Down Syndrome Association of Singapore. (2009). What you need to know about Down Syndrome. Retrieved on August 14, 2009, from
http://downsyndrome-singapore.org/content/view/35/111/
Down Syndrome Association of Singapore. (2009). Children services. Retrieved on August 14, 2009, from http://downsyndrome-singapore.org/content/view/18/80/
Harman, B. (n,d.). Inclusion and integration is there a difference. Retrieved on August 14, 2009, from http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf
Heward, W. L. (2006). Exceptional children: An introduction to special education. (8th ed.).Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Down Syndrome Association of Singapore. (2009). Children services. Retrieved on August 14, 2009, from http://downsyndrome-singapore.org/content/view/18/80/
Harman, B. (n,d.). Inclusion and integration is there a difference. Retrieved on August 14, 2009, from http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf
Heward, W. L. (2006). Exceptional children: An introduction to special education. (8th ed.).Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Ministry of Education. (2009). Special education in Singapore. Retrieved on August 14, 2009, from http://www.moe.gov.sg/education/special-education/
Ministry of Education. (2009). Support for Children with Special Educational Needs. Retrieved on August 14, 2009, from
By Ong Sock Yee GROUP B
Melanie Tan, Group A
1. Based on the information given (which was adapted from a recent real incident with additional contributions from experts in the field of early childhood education and special needs), please answer the following questions with justifications (including in-text citation/referencing) for your answers:
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
Firstly, I will explain to Mrs Kong about the definition of Down Syndrome and some of the characteristics or symptoms associated with Down Syndrome. Taken from the National Institute of Child Health and Human Development (2007), Down Syndrome is defined as “a set of mental and physical symptoms” due to the presence of another chromosome 21 or trisomy 21. I will inform her that there is an organization in Singapore, known as the Down Syndrome Association, Singapore, which aims to provide the best for people diagnosed with Down Syndrome by including them into the society. I will also quote from the Down Syndrome Association Singapore (2009), that not every person with Down Syndrome will have the common physical characteristics as these characteristics will differ from one person to another. Furthermore, it is also said that each child will take after his/her family’s “looks and characteristics”. Henceforth, Nikki may not have facial signs indicating that she has Down Syndrome.
Secondly, as advised by the doctor to bring Nikki for further assessment when she reaches 1 year old, I will further encourage her that it is important to do so. I will explain that it also helps to verify the condition of Nikki, if she is diagnosed with Down Syndrome. This is because with early intervention and support given, the child with Down Syndrome will be able to lead a better and more comfortable life. This is because the doctor will be able to assess Nikki’s condition and check if it is mild or severe, then, provide the assistance needed (National Institute of Child Health and Human Development website, 2007).
According to the Down Syndrome Association Singapore (2009), as compared to the past, some people with Down Syndrome are open to vast opportunities available in the community as they lead “rich and varied lives” now. Henceforth, I will explain to Mrs Kong that her husband and herself need not worry, as long as early intervention is given to Nikki. At the same time, the most ideal approach will be that along with early intervention, individuals with Down Syndrome should go through lifelong learning to be equipped with knowledge and skills as well as being included with the main community (Down Syndrome Association Singapore website, 2009).Furthermore, with Singapore 21, which aims to “create an equitable and cohesive society” for all, I feel that she should not be worried about the future of Nikki, as Singapore is doing her best in moving towards inclusion (Lim & Quah, 2004, p.6)
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
Firstly, I will explain to Mrs Kong that it is important to bring Nikki for further assessment as instructed by the doctor, in order to determine the condition of Nikki. After determining Nikki’s condition and as a senior teacher and the teacher for the toddler’s class, I will be able to make the necessary arrangements to include Nikki into the classroom. For instance, I will employ more teachers into the classroom who are trained in the area of special needs or special education. This will also increase the teacher-student ratio in the classroom.
Secondly, I will explain that as an early childhood educator, I want to provide the best for every child and include Nikki into the mainstream classroom. Furthermore, as I am being trained during my degree programme in Special Needs Education, I will do my best in including Nikki into my classroom. I will also conduct research on Down Syndrome and if possible, upgrade my skills by attending courses related to Special Needs, in order to provide for Nikki. This is because according to the Down Syndrome Association Singapore (2009),presently, the opportunities for people with Down Syndrome is much greater than in the past, when many of them could not do much things. Henceforth, I feel that we should provide equal educational opportunities to the best we can for children with special needs, and in this case, for Nikki, who is diagnosed with Down Syndrome.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I will explain to Mrs Kong that I am not able to provide the diagnosis or arrange the necessary assessment and interventions for Nikki as I am not qualified to do so. However, as I studied in Wheelock College and have some knowledge and skills in the area of special education, I will do my best to provide the information that she needs. I will also conduct some research on Down Syndrome and explain to her the information that I have found:
Although Nikki does not have facial signs showing that she has Down Syndrome, she does have difficulties in sitting upright and show that she is a bit slow in learning. I will thus explain to Mrs Kong that not every child will display the common physical characteristics of Down Syndrome. Furthermore, as “Muscle hypotonia” and “delayed cognitive skills” are some of the developmental difficulties that a child with Down Syndrome faces, Nikki does show signs of having Down Syndrome (Down Syndrome Association Singapore, 2009). Henceforth, with early intervention, the necessary support and assistance can be given to Nikki to improve her condition. The National Institute of Child Health and Human Development (2007) also states that children with Down Syndrome have the likelihood of having “delayed language development and slow motor development”
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Firstly, I will explain the definition for each of the following terms in the Singapore context.
Special Education and Special School:
According to Heward (2009), special education is described as “individually planned, specialized, intensive, goal-directed instruction” (p. 47). With that, special education aims to intervene and provide for children with disabilities, enabling them to participate in school or the society (Lim & Quah, 2004). According to the Ministry of Education of Singapore (2009), special school provides education to children with special needs, who are not able to “benefit from mainstream schooling” through various programmes. Henceforth, Individualised Education Plans are also prepared for all students in special schools, as they aim to include them into the society (Ministry of Education of Singapore website, 2009). I will also give her the website to go to, to have access to the special education schools in Singapore: http://www.moe.gov.sg/education/special-education/schoollist/.
Inclusive education: With reference to Lim & Quah (2004), I will explain that inclusion is a term, which believes that people with special needs, should be included into the mainstream classrooms. Henceforth, schools that adopt inclusion provide the “necessary support” to enable students with special needs to “participate in a meaningful way” (Lim & Quah, 2004, p. 31).
I will then explain that she should put Nikki into a mainstream school, to enable Nikki to integrate fully into the society. This is because, she will be able to interact with her peers and teachers in a mainstream class while at the same time, receive the support and assistance needed from the school and professional therapists or psychologists.
However, if she is uncertain and at the same time, if Nikki’s condition is severe, she could perhaps enroll Nikki into a special education school. Most importantly, I will tell her that her decision should benefit Nikki as well as the family.
2. Comment on 1 entry by your classmates. (1 Mark)
Commented on Lin Yan Yan’s post
References:
Down Syndrome Association, Singapore. (2009). All you need to know about down syndrome. Retrieved 11 August 2009 from Down Syndrome Association, Singapore, website: http://downsyndrome-singapore.org/content/view/35/111/
Down Syndrome Association, Singapore. (2009). What is down syndrome. Retrieved 10 August 2009 from Down Syndrome Association, Singapore, website:
http://downsyndrome-singapore.org/content/view/34/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Ministry of Education, Singapore. (2009). Special education in Singapore. Retrieved 12 August 2009 from Ministry of Education, Singapore, website: http://www.moe.gov.sg/education/special-education/
National Institute of Child Health and Human Development. (2007). Down syndrome. Retrieved 10 August 2009 from National Institute of Child Health and Human Development website: http://www.nichd.nih.gov/health/topics/down_syndrome.cfm
(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)
Firstly, I will explain to Mrs Kong about the definition of Down Syndrome and some of the characteristics or symptoms associated with Down Syndrome. Taken from the National Institute of Child Health and Human Development (2007), Down Syndrome is defined as “a set of mental and physical symptoms” due to the presence of another chromosome 21 or trisomy 21. I will inform her that there is an organization in Singapore, known as the Down Syndrome Association, Singapore, which aims to provide the best for people diagnosed with Down Syndrome by including them into the society. I will also quote from the Down Syndrome Association Singapore (2009), that not every person with Down Syndrome will have the common physical characteristics as these characteristics will differ from one person to another. Furthermore, it is also said that each child will take after his/her family’s “looks and characteristics”. Henceforth, Nikki may not have facial signs indicating that she has Down Syndrome.
Secondly, as advised by the doctor to bring Nikki for further assessment when she reaches 1 year old, I will further encourage her that it is important to do so. I will explain that it also helps to verify the condition of Nikki, if she is diagnosed with Down Syndrome. This is because with early intervention and support given, the child with Down Syndrome will be able to lead a better and more comfortable life. This is because the doctor will be able to assess Nikki’s condition and check if it is mild or severe, then, provide the assistance needed (National Institute of Child Health and Human Development website, 2007).
According to the Down Syndrome Association Singapore (2009), as compared to the past, some people with Down Syndrome are open to vast opportunities available in the community as they lead “rich and varied lives” now. Henceforth, I will explain to Mrs Kong that her husband and herself need not worry, as long as early intervention is given to Nikki. At the same time, the most ideal approach will be that along with early intervention, individuals with Down Syndrome should go through lifelong learning to be equipped with knowledge and skills as well as being included with the main community (Down Syndrome Association Singapore website, 2009).Furthermore, with Singapore 21, which aims to “create an equitable and cohesive society” for all, I feel that she should not be worried about the future of Nikki, as Singapore is doing her best in moving towards inclusion (Lim & Quah, 2004, p.6)
(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)
Firstly, I will explain to Mrs Kong that it is important to bring Nikki for further assessment as instructed by the doctor, in order to determine the condition of Nikki. After determining Nikki’s condition and as a senior teacher and the teacher for the toddler’s class, I will be able to make the necessary arrangements to include Nikki into the classroom. For instance, I will employ more teachers into the classroom who are trained in the area of special needs or special education. This will also increase the teacher-student ratio in the classroom.
Secondly, I will explain that as an early childhood educator, I want to provide the best for every child and include Nikki into the mainstream classroom. Furthermore, as I am being trained during my degree programme in Special Needs Education, I will do my best in including Nikki into my classroom. I will also conduct research on Down Syndrome and if possible, upgrade my skills by attending courses related to Special Needs, in order to provide for Nikki. This is because according to the Down Syndrome Association Singapore (2009),presently, the opportunities for people with Down Syndrome is much greater than in the past, when many of them could not do much things. Henceforth, I feel that we should provide equal educational opportunities to the best we can for children with special needs, and in this case, for Nikki, who is diagnosed with Down Syndrome.
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I will explain to Mrs Kong that I am not able to provide the diagnosis or arrange the necessary assessment and interventions for Nikki as I am not qualified to do so. However, as I studied in Wheelock College and have some knowledge and skills in the area of special education, I will do my best to provide the information that she needs. I will also conduct some research on Down Syndrome and explain to her the information that I have found:
Although Nikki does not have facial signs showing that she has Down Syndrome, she does have difficulties in sitting upright and show that she is a bit slow in learning. I will thus explain to Mrs Kong that not every child will display the common physical characteristics of Down Syndrome. Furthermore, as “Muscle hypotonia” and “delayed cognitive skills” are some of the developmental difficulties that a child with Down Syndrome faces, Nikki does show signs of having Down Syndrome (Down Syndrome Association Singapore, 2009). Henceforth, with early intervention, the necessary support and assistance can be given to Nikki to improve her condition. The National Institute of Child Health and Human Development (2007) also states that children with Down Syndrome have the likelihood of having “delayed language development and slow motor development”
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
Firstly, I will explain the definition for each of the following terms in the Singapore context.
Special Education and Special School:
According to Heward (2009), special education is described as “individually planned, specialized, intensive, goal-directed instruction” (p. 47). With that, special education aims to intervene and provide for children with disabilities, enabling them to participate in school or the society (Lim & Quah, 2004). According to the Ministry of Education of Singapore (2009), special school provides education to children with special needs, who are not able to “benefit from mainstream schooling” through various programmes. Henceforth, Individualised Education Plans are also prepared for all students in special schools, as they aim to include them into the society (Ministry of Education of Singapore website, 2009). I will also give her the website to go to, to have access to the special education schools in Singapore: http://www.moe.gov.sg/education/special-education/schoollist/.
Inclusive education: With reference to Lim & Quah (2004), I will explain that inclusion is a term, which believes that people with special needs, should be included into the mainstream classrooms. Henceforth, schools that adopt inclusion provide the “necessary support” to enable students with special needs to “participate in a meaningful way” (Lim & Quah, 2004, p. 31).
I will then explain that she should put Nikki into a mainstream school, to enable Nikki to integrate fully into the society. This is because, she will be able to interact with her peers and teachers in a mainstream class while at the same time, receive the support and assistance needed from the school and professional therapists or psychologists.
However, if she is uncertain and at the same time, if Nikki’s condition is severe, she could perhaps enroll Nikki into a special education school. Most importantly, I will tell her that her decision should benefit Nikki as well as the family.
2. Comment on 1 entry by your classmates. (1 Mark)
Commented on Lin Yan Yan’s post
References:
Down Syndrome Association, Singapore. (2009). All you need to know about down syndrome. Retrieved 11 August 2009 from Down Syndrome Association, Singapore, website: http://downsyndrome-singapore.org/content/view/35/111/
Down Syndrome Association, Singapore. (2009). What is down syndrome. Retrieved 10 August 2009 from Down Syndrome Association, Singapore, website:
http://downsyndrome-singapore.org/content/view/34/111/
Heward, W.L. (2009). Exceptional children: An introduction to special education. 9th Ed. Upper Saddle, NJ: Merrill Prentice Hall.
Lim, L., & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Ministry of Education, Singapore. (2009). Special education in Singapore. Retrieved 12 August 2009 from Ministry of Education, Singapore, website: http://www.moe.gov.sg/education/special-education/
National Institute of Child Health and Human Development. (2007). Down syndrome. Retrieved 10 August 2009 from National Institute of Child Health and Human Development website: http://www.nichd.nih.gov/health/topics/down_syndrome.cfm
Case Study - Tan Wan Xuan (Group B)
a) What would you reveal to Mrs Kong regarding your professional view about children with Down syndrome and their future in Singapore?
As an educator, it is important to recognize all children as individuals and that all have their strengths. Therefore, I would first inform Mrs Kong that Down syndrome is an intellectual disability as a result of an extra chromosome (Lim & Quah, 2004. I would also reassure her that Singapore’s education system is working towards an inclusive learning experience for all children, furthermore, children with Down syndrome are as able as any other children with their own sets of strengths and they are able to live life as normally as any child would. Our government has also been coming up with policies such as Enabling Masterplan 2007-2011. This policy aims to provide education and equal job opportunities for people with special needs, and at the same time, create awareness. (MCYS, 2008)
b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class
As the teacher of the toddler class, I would strongly encourage her to enroll Nicky into the centre’s toddler class. It would be beneficial for Nicky to interact with other children while waiting for other assessments, and I would be able to help Mrs Kong by observing Nicky. At the same time, Mrs Kong can also observe to see if Nicky is able to cope with the mainstream school settings. On my part, I would also be implementing different strategies to meet Nicky’s learning needs if required.
(ii) Nicky's diagnosis of having Down Syndrome.
Despite looking at the photo of Nicky who appeared to have no facial signs indicating that she has Down syndrome, I would strongly advise Mrs Kong to bring Nicky for further assessments. I would also inform Mrs Kong on the importance of early intervention as early intervention programmes are designed to reduce the effect of disabilities and sometimes to prevent other developmental delays that the child might have in later life. (Heward, 2009)
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
Special education is an instruction which is specialized and individually planned that caters to the child’s developmental needs. Often, the use and change of different strategies and/or instructions are based on the student’s performance. (Heward, 2009) Also, to ensure that special education is effective, special schools have facilities such as equipments and special materials, and services such as therapies and assessments.
In Singapore, there are various special schools which cater to Down syndrome, and such schools include MINDS, AWWA special school, Association for Persons with Special Needs (APSN) and Rainbow Centre. (Lim & Quah, 2004).
An inclusive education means that children with special needs are full time members of the mainstream schools and that curriculum, learning materials and instructional practices are adapted for children with special needs. (Lim & Quah, 2004) In Singapore, there are preschools providing mainstream education while providing for children with Down syndrome and in primary schools, Allied Educators are offered as a service to help children with special needs. Singapore’s education system is still working towards an inclusive education, and this requires acceptance and support from all aspects of the community, such as the government, schools, citizens and most importantly, family.
Cheers,
Tan Wan Xuan (Group B)
References:
Heward, W. L. (2009). Exceptional Children: An introduction to Special Education. New Jersey,
USA: Pearson.
Lim, L., Quah, M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill ‘
Education (Asia).
MCYS. (2008). Enabling masterplan 2007 – 2011. Retrieved 14 August, 2009, from http://www.mcys.gov.sg/enablingmasterplan/
As an educator, it is important to recognize all children as individuals and that all have their strengths. Therefore, I would first inform Mrs Kong that Down syndrome is an intellectual disability as a result of an extra chromosome (Lim & Quah, 2004. I would also reassure her that Singapore’s education system is working towards an inclusive learning experience for all children, furthermore, children with Down syndrome are as able as any other children with their own sets of strengths and they are able to live life as normally as any child would. Our government has also been coming up with policies such as Enabling Masterplan 2007-2011. This policy aims to provide education and equal job opportunities for people with special needs, and at the same time, create awareness. (MCYS, 2008)
b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class
As the teacher of the toddler class, I would strongly encourage her to enroll Nicky into the centre’s toddler class. It would be beneficial for Nicky to interact with other children while waiting for other assessments, and I would be able to help Mrs Kong by observing Nicky. At the same time, Mrs Kong can also observe to see if Nicky is able to cope with the mainstream school settings. On my part, I would also be implementing different strategies to meet Nicky’s learning needs if required.
(ii) Nicky's diagnosis of having Down Syndrome.
Despite looking at the photo of Nicky who appeared to have no facial signs indicating that she has Down syndrome, I would strongly advise Mrs Kong to bring Nicky for further assessments. I would also inform Mrs Kong on the importance of early intervention as early intervention programmes are designed to reduce the effect of disabilities and sometimes to prevent other developmental delays that the child might have in later life. (Heward, 2009)
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
Special education is an instruction which is specialized and individually planned that caters to the child’s developmental needs. Often, the use and change of different strategies and/or instructions are based on the student’s performance. (Heward, 2009) Also, to ensure that special education is effective, special schools have facilities such as equipments and special materials, and services such as therapies and assessments.
In Singapore, there are various special schools which cater to Down syndrome, and such schools include MINDS, AWWA special school, Association for Persons with Special Needs (APSN) and Rainbow Centre. (Lim & Quah, 2004).
An inclusive education means that children with special needs are full time members of the mainstream schools and that curriculum, learning materials and instructional practices are adapted for children with special needs. (Lim & Quah, 2004) In Singapore, there are preschools providing mainstream education while providing for children with Down syndrome and in primary schools, Allied Educators are offered as a service to help children with special needs. Singapore’s education system is still working towards an inclusive education, and this requires acceptance and support from all aspects of the community, such as the government, schools, citizens and most importantly, family.
Cheers,
Tan Wan Xuan (Group B)
References:
Heward, W. L. (2009). Exceptional Children: An introduction to Special Education. New Jersey,
USA: Pearson.
Lim, L., Quah, M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill ‘
Education (Asia).
MCYS. (2008). Enabling masterplan 2007 – 2011. Retrieved 14 August, 2009, from http://www.mcys.gov.sg/enablingmasterplan/
Ery Rosa Indah Group A
(a) Professional view about children with Down syndrome and their future in Singapore.
I would first inform her that the main cause of Down syndrome is “the presence of an extra chromosome 21” and that a child with Down syndrome “has three copies of chromosome 21 instead of the usual two” (Down Syndrome Association Singapore, 2009). Since Mrs Kong is unsure about her child’s disability, I would address her uncertainties. Even though her other two children are normal, Mrs Kong has to understand that “While Down syndrome is genetic in that it involves an extra chromosome 21, it is not usually hereditary in the conventional sense” (Schoenstadt, 2008), which means that for most cases, Down syndrome “does not run in families” (Down's Syndrome Association, 2009).
Also, I would inform her of the characteristics of children with Down syndrome, such as “flat nose, upward slanting eyes, poor muscle tone and broad, short hands with short fingers and a single crease in the palm” (Health Promotion Board, 2009).I would assure her that even though Down syndrome hinders children’s learning capacity, their intellectual impairment ranges from “mild to moderate” (KidsHealth, 2009). Therefore, they are able to learn and improve their skills either on their own, or with the help of specialized staff and special services. Since every single child is unique, no matter if they are normal or with a disability, they function in their own ways and develop at their own pace.
Singapore is still developing, but there has been progress in the education system to maximize the abilities of children with Down syndrome. There are programmes, therapies and services that are offered by the Down Syndrome Association Singapore (DSA) for people with disabilities. These programmes help in the development of their skills with trained and specialized staff to support them.
In terms of the education, the Singapore government has made actions to include children with disabilities in mainstream schools. According to MCYS (2009), the Ministry of Education has included devices and resources in the mainstream schools to support and assist the children with abilities. Also, there are Employment Development Centres (EDC) in MINDS that offer “vocational training, social skills training and sheltered employment” (MINDS, 2005) to prepare them for the working life outside later on in life. Hopefully, majority of Singaporeans include and accept people with disabilities into the society in the near future.
b(i) Enrolling Nicky into the centre's toddler class.
As a teacher, I will accept Nicky in my class and do my best to support him. However, I should also stress that I need the cooperation and teamwork from Mrs Kong so that we could offer the best care and support for Nicky. At the same time, I would also encourage Mrs Kong to have Nicky get early intervention therapies as quickly as possible, and provide her with available services and centres. KidsHealth (2009) suggested that “Physical, occupational, and speech therapists and early-childhood educators can work with your child to encourage and accelerate development”. From there, Mrs Kong, the specialized staff and I can collaborate together to provide the best for Nicky.
(ii) Nicky's diagnosis of having Down syndrome.
Since I am not a qualified and trained special needs professional, I would suggest that Mrs Kong make an appointment with the doctor for further assessment so that I will have more information on Nicky. Through the assessments, Mrs Kong will know more about Nicky and also Down syndrome. I will need Mrs Kong to constantly update me on Nicky’s assessment so that I will know what to provide for him. I will also assure Mrs Kong that the doctors, specialists and I as the educator will try our best to provide for Nicky and his family.
(c) Special education, special school and inclusive education in Singapore.
There are a number of special education (SPED) schools available in Singapore that caters to children with different disabilities. The main aim of the SPED schools is to maximize and develop the abilities and potential of children with disabilities through the therapies and services that they offer (Lim & Quah, 2004). Such schools are like Movement for the Intellectually Disabled of Singapore (MINDS), Asian Women’s Welfare Association (AWWA) and Down Syndrome Association Singapore (DAS). These SPED schools are “operated by VWOs, with the support of the MOE and the NCSS” (Lim & Quah, 2004, p. 48).
I would inform Mrs Kong about the TEACH ME programme offered by AWWA. The programme offers assistance and services such as therapies, counseling and psychological services, to children with physical disabilities to facilitate the children’s “rehabilitation, educational and social needs” (AWWA, 2009). I would also update her on Singapore’s measures to give support to people and children with disabilities, such as project ASSIST, EIPIC and the “Many Helping Hands” approach. Mrs Kong will be assured that Singapore is doing its best to assist and facilitate people with disabilities in Singapore.
As for inclusive education in Singapore, a research project was done to study the possibility and the effects of integration in the preschool centres. According to Quah (1998) as cited in Lim & Quah (2004), there were “positive effects for the children, both disabled and non-disabled, their parents and teachers” (p. 92) which shows that there is acceptance of children with disabilities in Singapore. Singapore is still in the progress of having full inclusion; however, because of the lack of specialized staff and lack of resources and devices, Singapore can only provide partial inclusion. If there is already acceptance in the past, hopefully the acceptance will continue to build on and in the future, people will have a clearer understanding and support those with disabilities in Singapore.
References:
Asian Women’s Welfare Association (2009). TEACH ME. Retrieved on 13 August 2009 from http://www.awwa.org.sg/index.php?option=com_content&task=view&id=102&Itemid=242
Down Syndrome Association Singapore (2009). What is Down syndrome. Retrieved on 13 August, 2009, from http://downsyndrome-singapore.org/content/view/34/111/
Health Promotion Board (2009). Down syndrome. Retrieved on 13 August 2009 from http://www.hpb.gov.sg/diseases/article.aspx?id=494
KidsHealth (2009). Down syndrome. Retrieved on 13 August 2009 from http://kidshealth.org/parent/medical/genetic/down_syndrome.html#
Lim, L., & Quah, M. M. (2004). Educating Learners with Diverse Abilities. Singapore: McGraw Hill.
Ministry for Community Development and Sports (2009). Speech by Dr Yaacob Ibrahim-
8th World Down Syndrome Congress Gala Dinner and Awards Night. http://app.mcys.gov.sg/web/corp_speech_story.aspszMod=corp&szSubMod=speech&qid=642
Movement for the Intellectually Disabled in Singapore. (2005). Employment Development Centers (EDCs). Retrieved on 13 August 2009 from http://www.minds.org.sg/edcs/index.php
Schoenstadt, A. (2008). Down syndrome. Retrieved on 13 August 2009 from http://down-syndrome.emedtv.com/down-syndrome/down-syndrome.html
I would first inform her that the main cause of Down syndrome is “the presence of an extra chromosome 21” and that a child with Down syndrome “has three copies of chromosome 21 instead of the usual two” (Down Syndrome Association Singapore, 2009). Since Mrs Kong is unsure about her child’s disability, I would address her uncertainties. Even though her other two children are normal, Mrs Kong has to understand that “While Down syndrome is genetic in that it involves an extra chromosome 21, it is not usually hereditary in the conventional sense” (Schoenstadt, 2008), which means that for most cases, Down syndrome “does not run in families” (Down's Syndrome Association, 2009).
Also, I would inform her of the characteristics of children with Down syndrome, such as “flat nose, upward slanting eyes, poor muscle tone and broad, short hands with short fingers and a single crease in the palm” (Health Promotion Board, 2009).I would assure her that even though Down syndrome hinders children’s learning capacity, their intellectual impairment ranges from “mild to moderate” (KidsHealth, 2009). Therefore, they are able to learn and improve their skills either on their own, or with the help of specialized staff and special services. Since every single child is unique, no matter if they are normal or with a disability, they function in their own ways and develop at their own pace.
Singapore is still developing, but there has been progress in the education system to maximize the abilities of children with Down syndrome. There are programmes, therapies and services that are offered by the Down Syndrome Association Singapore (DSA) for people with disabilities. These programmes help in the development of their skills with trained and specialized staff to support them.
In terms of the education, the Singapore government has made actions to include children with disabilities in mainstream schools. According to MCYS (2009), the Ministry of Education has included devices and resources in the mainstream schools to support and assist the children with abilities. Also, there are Employment Development Centres (EDC) in MINDS that offer “vocational training, social skills training and sheltered employment” (MINDS, 2005) to prepare them for the working life outside later on in life. Hopefully, majority of Singaporeans include and accept people with disabilities into the society in the near future.
b(i) Enrolling Nicky into the centre's toddler class.
As a teacher, I will accept Nicky in my class and do my best to support him. However, I should also stress that I need the cooperation and teamwork from Mrs Kong so that we could offer the best care and support for Nicky. At the same time, I would also encourage Mrs Kong to have Nicky get early intervention therapies as quickly as possible, and provide her with available services and centres. KidsHealth (2009) suggested that “Physical, occupational, and speech therapists and early-childhood educators can work with your child to encourage and accelerate development”. From there, Mrs Kong, the specialized staff and I can collaborate together to provide the best for Nicky.
(ii) Nicky's diagnosis of having Down syndrome.
Since I am not a qualified and trained special needs professional, I would suggest that Mrs Kong make an appointment with the doctor for further assessment so that I will have more information on Nicky. Through the assessments, Mrs Kong will know more about Nicky and also Down syndrome. I will need Mrs Kong to constantly update me on Nicky’s assessment so that I will know what to provide for him. I will also assure Mrs Kong that the doctors, specialists and I as the educator will try our best to provide for Nicky and his family.
(c) Special education, special school and inclusive education in Singapore.
There are a number of special education (SPED) schools available in Singapore that caters to children with different disabilities. The main aim of the SPED schools is to maximize and develop the abilities and potential of children with disabilities through the therapies and services that they offer (Lim & Quah, 2004). Such schools are like Movement for the Intellectually Disabled of Singapore (MINDS), Asian Women’s Welfare Association (AWWA) and Down Syndrome Association Singapore (DAS). These SPED schools are “operated by VWOs, with the support of the MOE and the NCSS” (Lim & Quah, 2004, p. 48).
I would inform Mrs Kong about the TEACH ME programme offered by AWWA. The programme offers assistance and services such as therapies, counseling and psychological services, to children with physical disabilities to facilitate the children’s “rehabilitation, educational and social needs” (AWWA, 2009). I would also update her on Singapore’s measures to give support to people and children with disabilities, such as project ASSIST, EIPIC and the “Many Helping Hands” approach. Mrs Kong will be assured that Singapore is doing its best to assist and facilitate people with disabilities in Singapore.
As for inclusive education in Singapore, a research project was done to study the possibility and the effects of integration in the preschool centres. According to Quah (1998) as cited in Lim & Quah (2004), there were “positive effects for the children, both disabled and non-disabled, their parents and teachers” (p. 92) which shows that there is acceptance of children with disabilities in Singapore. Singapore is still in the progress of having full inclusion; however, because of the lack of specialized staff and lack of resources and devices, Singapore can only provide partial inclusion. If there is already acceptance in the past, hopefully the acceptance will continue to build on and in the future, people will have a clearer understanding and support those with disabilities in Singapore.
References:
Asian Women’s Welfare Association (2009). TEACH ME. Retrieved on 13 August 2009 from http://www.awwa.org.sg/index.php?option=com_content&task=view&id=102&Itemid=242
Down Syndrome Association Singapore (2009). What is Down syndrome. Retrieved on 13 August, 2009, from http://downsyndrome-singapore.org/content/view/34/111/
Health Promotion Board (2009). Down syndrome. Retrieved on 13 August 2009 from http://www.hpb.gov.sg/diseases/article.aspx?id=494
KidsHealth (2009). Down syndrome. Retrieved on 13 August 2009 from http://kidshealth.org/parent/medical/genetic/down_syndrome.html#
Lim, L., & Quah, M. M. (2004). Educating Learners with Diverse Abilities. Singapore: McGraw Hill.
Ministry for Community Development and Sports (2009). Speech by Dr Yaacob Ibrahim-
8th World Down Syndrome Congress Gala Dinner and Awards Night. http://app.mcys.gov.sg/web/corp_speech_story.aspszMod=corp&szSubMod=speech&qid=642
Movement for the Intellectually Disabled in Singapore. (2005). Employment Development Centers (EDCs). Retrieved on 13 August 2009 from http://www.minds.org.sg/edcs/index.php
Schoenstadt, A. (2008). Down syndrome. Retrieved on 13 August 2009 from http://down-syndrome.emedtv.com/down-syndrome/down-syndrome.html
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