Ang Hui Shan, 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 inform her that different children with Down syndrome have different symptoms and it depends on the severity/scale of the disability. In addition, I will also assure her that this is not anyone’s fault for Nicky’s condition and that it is normal for parents to go through the different stages when they come to term that their child has a disability. According to Heward(2009), most parents go through an adjustment process while trying to work through their feelings when they discover that their child has a disability. Down Syndrome Association of Singapore (2009) stated that nothing done before or during pregnancy can cause Down syndrome; it occurs in all races, social classes and it can happen to anyone in the world. But what most important is the support given by Nicky’s primary care givers, family members and the environment which play huge roles in Nicky’s developments and growth.
I will also inform Mrs Kong about the increased of awareness in Singapore on the importance of inclusion and that Down Syndrome association of Singapore is working with mainstream primary school towards the enrolment of children with Down Syndrome. Therefore, Nicky will have the opportunity to perform in a mainstream school and be exposed to general education in the future.



b(i) Enrolling Nicky into the centre's toddler class;

Lim and Quah (2004) stated the importance of early intervention for children with disabilities as it helps to lay a foundation for future developments, maximizes children’s learning during their most receptive years( the early years), reduces the effects of the disability and assists families members of children with disabilities with the coping of stresses/obstacles faced.
I will first ensure that the centre has the appropriate and essential supports needed to include Nicky. Then I will advice Mrs Kong to place Nicky in the toddler class to first introduce and expose him to mainstreaming as I feel that all children should have equal opportunities to function in a normal setting. Close observation will be done to evaluate the progress of Nicky’s developments and further arrangements would be made based on the results shown. When Nicky gets older and depending on his condition/ results shown, additional adaptation and changes can be made to ensure that opportunities are provided for Nicky to the fullest.


b(ii) Nicky's diagnosis of having Down Syndrome.

The severity of Nicky’s case is important for decision making. Thus, I will advice Mrs Kong on the importance of further diagnosis by specialists which can help determine the various early interventions suitable for Nicky.



(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?

Taylor, Sternberg and Richards ((1995) define special education as instruction specifically designed to meet individualized need of an exceptional student and it consists of various components, each of which must be considered by school when working with these children. The components include: the physical environment, the teaching procedures, teaching contents/materials and the use of adaptive equipment (Taylor, Sternberg & Richard, 1995).
Inclusion is realistic in Singapore as according to Lim and Quah (2004), Singapore is moving towards both integration and inclusion of children with disabilities. There are various schools like the AWWA special school, MINDS and Rainbow Centre available for children like Nicky (Lim & Quah, 2004).
According to Singapore Down Syndrome Association (2009), services are provided for children with down syndrome up 16 years of age. One of the services provided would be the Integration Facilitation Support Programme (IFSP) which supports these children in mainstream education settings.
School based consultancy services such as training of teachers in areas of imparting behaviour management strategies and specific strategies to achieve academic gain in these children are provided (Singapore Down Syndrome Association, 2009).
In addition, Workshops and talks are conducted to schools in understanding and working with children with Down syndrome (Singapore Down Syndrome Association, 2009).
Furthermore, family support services are provided for family members of children with down syndrome to enhance their knowledge and capability, providing them with emotional and psycho-social support.




References:

Down Syndrome Association Singapore. (2009). What is Down Syndrome?. Retrieved August 13, 2009 from Singapore Down Syndrome Association Website:
http://downsyndrome-singapore.org/content/view/18/80/

Down Syndrome Association Singapore. (2009). Children Services. Retrieved August 14, 2009 from Singapore Down Syndrome Association Website:
http://downsyndrome-singapore.org/content/view/18/80/

Down Syndrome Association Singapore (2009). Family support services. Retrieved August 14, 2009 from Singapore Down Syndrome Association Website:
http://downsyndrome-singapore.org/content/view/20/82/

Heward, W.L. (2008). Exceptional children: An introduction to Special Education (9h ed.). Upper Saddle, NJ: Merrill Prentice Hall.

Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.
Taylor, R. L., Sternberg, L., & Richards, S. B, (1995). Exceptional children: Integrating research and teaching (2nd ed.). London: Singular Publishing Group, INC.

Taylor, R. L., Sternberg, L., & Richards, S. B, (1995). Exceptional children: Integrating research and teaching (2nd ed.). London: Singular Publishing Group, INC.