Extension of EDU 240 - The Impact of Special Needs

Edwina Huang, Group B

2009-08-14T09:25:00.000-07:00

(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).

Belinda Charlene Surya, Group A

2009-08-14T06:52:00.000-07:00

(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/

NASYITAH BTE YASSIN GROUP B

2009-08-14T06:43:00.000-07:00

(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.

Case Study - Anisa D/O Seeni Sulaiman (Group B)

2009-08-14T06:38:00.000-07:00

(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

Case Study - Chua Gek Teng Joyce (Group A)

2009-08-14T05:53:00.000-07:00

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)

Asyura Bte Alias Group B

2009-08-14T05:46:00.000-07:00

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

Pavethra Surendiran (Group A)

2009-08-14T05:34:00.000-07:00

. 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.

(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.

See Pei Yu, Michele. Group B

2009-08-14T05:29:00.000-07:00

(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/

Ng Bee Ying, Group B

2009-08-14T04:47:00.000-07:00

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

(b) Given the limited information provided, what would you advise Mrs Kong about:
(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 (9^th 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)

2009-08-14T04:20:00.000-07:00

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).

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.

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

http://www.moe.gov.sg/education/programmes/support-for-children-special-needs/

By Ong Sock Yee GROUP B

Melanie Tan, Group A

2009-08-14T03:43:00.000-07:00

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

Case Study - Tan Wan Xuan (Group B)

2009-08-14T03:31:00.000-07:00

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/

Ery Rosa Indah Group A

2009-08-14T03:28:00.000-07:00

(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

Siti Nadiah Bte Abdul Gani Group A

2009-08-14T03:17:00.000-07:00

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 reveal to Mrs Kong about the term “Down Syndrome” and information that may assist Mrs Kong to understand the condition of her child better. As quoted from Singapore Down Syndrome Association (2009), Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. In addition, it was cited that babies with Down syndrome can occur in anyone regardless of race, social status or countries. I would assure Mrs Kong that nobody should be blamed for Nicky’s condition as nothing done during or before pregnancy can prevent Down syndrome.

The severity of Nicky’s condition is still not determined, thus, I would inform Mrs Kong that Nicky’s developmental delay may range from mild to severe. According to Brill (2006), children with Down syndrome can learn the basic skills such as talking and taking care of themselves, however, they learn such skills at a slower rate compared to other children. Nonetheless, regardless of their developmental delay, Nicky is able to develop like every other child with the right amount of support, patience and time provided. I would inform Mrs Kong about the challenges that her family may face, nevertheless, it is essential and would greatly help when parents and caregivers accept Nicky like every other child. I would assist Mrs Kong in focusing on the abilities of Nicky and how it can be developed and refined instead of looking at the inabilities.

To assist Mrs Kong greater, I would update her of resources and services that are available in Singapore that Mrs Kong can utilize such as from National Council of Social Service, Rainbow Centre and online websites such as www.up-for-reading.org that provides information, activities and resources that teaches reading skills to children down with Down Syndrome. The most important factor, for every child to excel, would be the support from family and friends.
I would encourage Mrs Kong to constantly look ahead and be optimistic for Nicky’s future in Singapore. Singapore is progressively moving into an inclusive society. At this point of time, there are growing numbers of children who are in inclusive environment. In a speech by Mr Gan Kim Yong, in 2005, he stated that “Ministry of Education (MOE) aims to train 10 % of teaching staff in all schools over the next five years so that they are better at recognizing students with special needs and helping them.”
As for employment opportunities, there are organizations that allows for adults with special needs to be part of the working force. As cited from The Association for Persons with Special Needs (2006), the organization has a Centre for Adults that provide services and support to adults with special needs. Under the Centre for Adults, it offers services such as Training Programme and Job Placement. In addition, there is an organization called BizLink Centre that provides employment services for people with disabilities. BizLink centre helps persons with disabilities to find a job that matches with their capabilities.

(i) Enrolling Nicky into the centre's toddler class; and (2 Marks)

I would encourage Mrs Kong to enroll Nicky in the toddler class. Although, the diagnosis has yet to confirm Nicky’s severity, an inclusive environment for Nicky would greatly assist her in developing her social and self-help skills. As cited in Peterson & Hittie (2003), children with disability in inclusive classrooms have more social interactions and opportunities to develop social competence. Through observations and assessments done on Nicky, teachers and Mrs Kong can collaborate to figure what is best for Nicky’s development such as whether Nicky requires being in a special education classrooms and/or developing an individualized education plan that would suit best for Nicky. By working closely with Mrs Kong, it not only allows teachers to know Nicky better, it also helps Mrs Kong understand the developmental level and challenges that Nicky faces each day. Thus, Mrs Kong would be able to create a supportive environment at home that would further assist Nicky to develop.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

I would advise Mrs Kong to have her child be further assessed on her condition. When Nicky’s condition is detected early, early intervention can take place and the development of a conducive and suitable environment can be created for Nicky. Early intervention would benefit Nicky because, as according to Smith and Guralnick (2007) as cited in Heward (2009), early intervention assists in reducing the result of the disability. In addition, Mrs Kong would be better informed of her child’s medical condition.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

I would inform Mrs Kong that special and inclusive education can both benefit children with special needs depending on the different developmental needs and severity of the disability. The way to determine what is best for Nicky rely on constant observation and assessment of Nicky’s development and well being. I would provide Mrs Kong with information about the advantages and disadvantages of inclusive and special education. Ultimately, it is the choice of the child and parent to choose what is most appropriate and comfortable for the family. I would, however, encourage Nicky to attend mainstream school to expose Nicky in developing social competence that is essential as she grows. After all, children down with Down syndrome, has feelings just like every child has and would want to grow up like every other child. I would inform Mrs Kong of the support that she would receive if Nicky attends mainstreams schools such as Integration Facilitation Support Programme (IFSP) and Educational Support provided by Singapore Down syndrome Association as well as lists of special schools that caters to Nicky’s learning needs such as Rainbow Centre.

References:

Association for Persons with Special Needs, 2006. Centre for Adults. Retrieved on August 13, 2009from association for persons with special needs website:
http://www.apsn.org.sg/

Brill, T. M. (2006). Down Syndrome. New York: Marshall Cavendish Corp

Down Syndrome Association Singapore – Not Disabled Differently Abled. (2009) What is Down Syndrome. Retrieved August 13, 2009 from Singapore Down Syndrome Association Website:
http://downsyndrome-singapore.org/content/view/34/112/

Heward, W. L., (2009). Exceptional children: An introduction to Special Education (9th ed.). Upper Saddle, N.J: Merrill Prentice Hall.

Peterson, J.M., & Hittie, M. M. (2004). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn and Bacon.

Speech made by Mr Gan Kim Yong, Minister of State for Education, Retrieved August 13, 2009 from Ministry of Education Website: http://www.moe.gov.sg/media/speeches/2005/sp20051110a.htms

Done By : Siti Nadiah Bte Abdul Gani
Group A

Tan Ming Fang Cassandra Group B

2009-08-14T03:11:00.000-07:00

(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 let Mrs Kong know that it is not her fault that her child is down with Down syndrome as it is caused by an extra set of chromosome 21 found in the baby. Doctors have yet to find the cause of this extra chromosome 21 (Down Syndrome Association Singapore, 2009). Next, I will assure her that with interventions, children with Down syndrome will learn to be independent. They will also grow to be able to take care of themselves and make friends. Further, since Nicky is diagnosed at such an early age, early interventions can be taken to help the child.
As mentioned by Heward (2009), early intervention includes different kinds of supports such as educational, health childcare and family support to reduce the effects of a disability or to prevent learning and developmental problems from happening in the early childhood years. Early interventions aims to “maximize a child’s learning during their most receptive period for learning, during the preschool years, and to lay a foundation for later learning of more complex skills” (Lim & Quah, 2004). There have also been cases where children with Down syndrome has done well in a mainstream primary school. According to Nazeer (2006), 10 year old Koh Shu Huan attends classes in a mainstream school and she juggles her school, remedial classes, tuition, hockey and dance classes. If she can do it, good interventions and collaborations between Mrs Kong and Nicky’s teachers to be will produce another child like Shu Huan.
Mrs Kong will also hear from me that people less than half of the people with special needs hold a job in Singapore (Channel NewsAsia, 2004). However, it will take another twenty years before Nicky gets into the workforce and there may be drastic changes to the workforce of people with disability.

(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 suggest to Mrs Kong to find out some information about special education schools like the Asian Women’s Welfare Association school(AWWA) which caters to children from birth till the age of 18(Lim & Quah, 2004). She can then make comparisons and decide if she wants to send Nicky into my class. Next, if she is sure that she wants to put Nicky into my class, I would be happy to speak to the principal together with Mrs Kong so as to see that necessary arrangements can be made to accommodate the child. Mrs Kong must also know that she has to work very closely with me unlike the 2 other children she has.

(ii) Nicky’s diagnosis of having Down syndrome. (2 Marks)

I would advise Mrs Kong to make an appointment as soon as possible to further assess if the child has Down syndrome. Based on Mrs Kong’s observations of Nicky seeming to be a bit slow in learning and having difficulty in sitting upright topped with the blood test, there is a high possibility that Nicky has Down syndrome. However, I will stress that facial features and observations made are very subjective. Therefore Mrs Kong should bring Nicky for a thorough checkup with the pediatrician. If she is still uncertain about the results, she may consult another doctor for a second opinion.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

I would explain to Mrs Kong that according to Heward (2009), special education is “first of all, purposeful intervention designed to prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning and from full and active participation in school and society”. (Heward, 2009, p.35) Special education includes preventive, remedial ad compensatory measures. Other services or facilities to make those measures effective include, special materials, teaching techniques, equipment, psychological assessments, physical and occupational therapy, medical treatment, counseling and special transportation. (Lim & Quah, 2004)
Next, I would tell Mrs Kong that special schools are schools that accept students with diverse needs. They have curriculums based on the needs and demands of the students in their care, unlike the mainstream education where everyone learns the same curriculum. Teachers working in a special school have to be trained to manage the children’s disability and also how to prepare an individual education program (IEP) for the child. Special education teachers work with the different professionals and the parents of the child to set individualize goals for each child.
Moving on, I will let Mrs Kong know that Singapore is moving towards an inclusive society. As mentioned by Lim & Quah (2004), Singapore “appear to indicate increasing signs of a movement towards inclusion” (Lim & Quah, 2004). Although progress might be slow, I feel that it is a positive sign that Singapore is beginning to include students with special needs into the mainstream school. According to Mccoy (2001), the DSA has introduced a formal programme to include children with Down syndrome into the mainstream educational environment. Mccoy (2001) also mentioned that parents of typically developing students have no complaints and are happy as long as the mainstream students do not lose out on the teacher’s attention. Therefore, it is a very positive sign that Nicky could be included into the school even if he is diagnosed with Down syndrome.

References:
Channel NewsAsia. (2004). More needs to be done to find jobs for the disabled. Channel NwesAsia. Retrieved August 10, 2009, from Factiva.

Down Syndrome Association Singapore – Not Disabled Differently Abled. (2009). What is Down Syndrome?. Retrieved August 10, 2009 from Singapore Down Syndrome Association Website:
http://downsyndrome-singapore.org/content/view/34/111/

Heward, W. L., (2009). Exceptional children: An introduction to Special Education (9th ed.). Upper Saddle, N.J: Merrill Prentice Hall.

Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill

Movement for the Intellectually Disabled Singapore (2005). Retrieved August 11, 2009 from:
Movement for the Intellectually Disabled Singapore website:
http://www.minds.org.sg/index.php

Nazeer, Z. (2006). She has Down’s but she’s not out. The New Paper. Retrieved August 10, 2009, from Factiva.

Tan Ming Fang Cassandra Group B

Long Zi Group A

2009-08-14T03:01:00.000-07:00

(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)

First and foremost, as an educator who is very much an advocate for both children and their families, it is vital to first acknowledge Mrs. Kong’s concerns and empathize with her situation. I will also reassure her that no one is to be blamed for the child’s disability. This is further affirmed by the Down Syndrome Association, Singapore (2009), in which it states that “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.” After which, I will address her concerns by sharing my professional view and knowledge about children with Down Syndrome and their future in Singapore so as to enable Mrs. Kong to gain further insights into the disability.

According to the Down Syndrome Association, Singapore (2009), Down syndrome is a genetic disorder caused by the presence of an extra chromosome. This extra chromosome thereby affects individuals’ normal course of development. On a side note, Down syndrome is characterized by varying degrees of physical impairments and other developmental delays, and these vary from child to child.

In addition, I strongly recognize children with special needs are unique individuals who are able to function in various aspects of life with the presence of support from family, school and the community, early intervention as well as the relevant training and education. At present, in Singapore, a range of comprehensive support services is readily available. They include early detection and intervention, education and training, medical services as well as other relevant support services such as financial aid, counseling etc. that cater to the needs of families with disabled children.

Though there is no specific cure for Down Syndrome, the availability of support services will thereby develop sustainable solutions for individuals with Down syndrome. Lastly, I will refer Mrs. Kong to the following organizations which may further help to address her concerns and they are Down Syndrome Association (Singapore) as well as Movement for the Intellectually Disabled of Singapore (MINDS). To cite a relevant example, Down Syndrome Association (Singapore) has a range of family support services, out of which it includes parent support group sharing sessions to educate parents of Down syndrome children as well as provide a crucial platform for emotional support and guidance. I will again reiterate to Mrs. Kong that help is readily available and that she could feel free to approach me or other staff should she require further assistance.

(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 the Toddler class teacher, I would definitely encourage Mrs. Kong to enroll Nicky into the centre’s toddler class. On a side note, I will also be frank with Mrs. Kong that with reference to Nicky’s enrolment I will need to further discuss with the centre supervisor and other fellow co-workers in order to reach a consensus. Meanwhile, as a teacher who advocates for inclusive education for learners with diverse learning abilities and needs, I would then formulate Individualized Education Program (IEP) that caters to Nicky’s individual educational as well as non-academia needs. Additionally, to enhance Nicky’s educational experience, it is vital to establish a collaborative home-school partnership.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

Despite the photograph of Nicky not revealing facial signs that he has Down syndrome, blood test conducted by the doctor has proven otherwise. Therefore, I will advise Mrs. Kong to bring Nicky for further assessment as soon as possible for early intervention yields innumerable benefits to the child’s overall development as well as provides support services for families with disabled children.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

I will explain to Mrs. Kong the above terminologies as well as address the similarities and differences pertinent to each of these terminologies. Children with disabilities who are placed under inclusive classrooms are full-time members of the general mainstream classroom settings. (Lim and Quah, 2004). Inclusive education refers to the process of integrating children with special needs into the academic and social activities of general mainstream classrooms (Heward, 2009). Special education (SPED), on the other hand, is individualized instruction designed to meet the needs of children with diverse needs and abilities.

To date, there are several special schools which cater to children with autism, intellectual, sensory, physical or multiple disabilities. SPED Schools are operated by Voluntary Welfare Organizations (VWOs), with the support of the Ministry of Education (MOE) and the National Council of Social Services (NCSS). (Lim and Quah, 2004). In Singapore, inclusion was previously not a very significant agenda until recent years, and as Nomanbhoy, Lim and Vasudev (2000) observed, there has been a slow but growing trend of including children with diverse abilities and needs in mainstream classrooms. This is substantiated with the new curriculum framework for kindergartens in 2003 by the Ministry of Education that supports the provision of education for all children, regardless varying needs and abilities.

In addition to explaining the above terminologies, I will also share my personal views towards special education and inclusive education. No doubt both approaches strive towards improving the quality of education for children with disabilities, ultimately placements should be primarily based on each individual child’s needs. Personally, I feel a multi-pronged approach should be put to place in incorporating both inclusion and special education to better benefit children with disabilities. To cite an example, in future when Nicky enrolls in the toddler class, it is advisable that he attends relevant external rehabilitative and therapy sessions at special schools or private specialized clinics.

Furthermore, I will let Mrs. Kong know that other than educators and allied health professionals, ultimately parents hold the key to their child’s future. As an educator, I will render the necessary support and assistance towards empowering parents to take charge of their child’s overall holistic development and education. Thus, effective home-school partnership needs to be established and it is crucial that there is regular communication between parents, teachers and allied health professionals so as to create a dynamic individualized learning program for the child. At its simplest level, with the presence of a unified system where mainstream and special education schools co-exist, we are one step closer towards building an inclusive society. At its simplest level, inclusion in early childhood care and education requires commitment and conviction from all parties to realize the dream of building a cohesive society.

References:

Down Syndrome Association, Singapore. (2009). What is Down Syndrome. Retrieved August 14, 2009, from http://downsyndrome-singapore.org/content/view/34/112/

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.

Nomanbhoy, D., Lim, L. and Vasudev, R. (2000). 'Promoting quality care and education for preschoolers with disabilities in mainstream settings: The TEACH ME services' in Tan-Niam C. and Quah M. L. (Eds.), Investing in Our Future: The Early Years. Singapore: McGraw-Hill Education.

Long Zi

Group A

Ang Xin Yi Michelle Group A

2009-08-14T02:52:00.000-07:00

(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)

First of all, I would assure Mrs Kong that children with Down syndrome have the opportunity to be educated in Singapore and not all hope is lost. I would assure Mrs Kong that Nicky has the potential and capability to grow up to take care of herself and have a job. For example, the Movement for the Intellectually Disabled of Singapore (MINDS) has Employment Developmental Centres and Training and Developmental Centres.

However, the road ahead would be a difficult one and her family has to be emotionally prepared and strong for Nicky. Family support and education will help to stretch a child's potential and decrease or prevent subsequent family stresses. (Lim and Quah, 2004) I would give Mrs Kong a list of services which she can look to if she needs any further support. For example, the Down Syndrome Association (DAS) and the Asian Women's Welfare Association (AWWA).(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)

First, I would ask Mrs Kong to look at the curriculum offered by the Special Schools that Nicky can enroll in, before making a decision. After seeing both curriculum offered by the Special schools and our child care centre, Mrs Kong would have a better picture and a more balanced view. If she has her reservations for the Special needs curriculum, then I would encourage Mrs Kong to enroll Nicky in the center’s toddler class because early intervention is crucial and important for Nicky. According to Lim and Quah (2004), early intervention will help to maximize a child's learning is maximised during this most receptive period for learning. It also lays a foundation for Nicky's later learning of more complex skills. Furthermore, Nicky has her own strengths and interests as a child. Allowing her to be in a class would encourage her to grow and develop as an individual.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

In order to not be too hasty in confirming Nicky's condition, I would advise Mrs Kong to take Nicky to another child specialist. In this way, her mother can seek a second opinion from a professional perspective. I would work closely with Nicky's caregiver, Mrs Kong, the specialist and other fellow teachers; in observing Nicky during her day-to-day interactions and development at the child care centre (should she be enrolled in the centre). With close observations, coupled with a second opinion from another professional, it would be safer to affirm that Nicky exhibits the symptoms of a Down syndrome child.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

First, I would give a brief summary of special education in Singaapore and introduce some of the special schools available for Nicky to attend to when she is older. Special education is more widely practiced in Singapore in contrast to inclusive education. According to the Ministry of Education, to date, there are around 20 special education schools in Singapore that caters to the various disabilities. Out of the 20 special education schools, the schools that cater to Nicky's needs are: Grace Orchard School, Metta School, Association for Persons with Special Needs and Movement for the Intellectually Disabled. These are some of the schools that Mrs Kong can consider when Nicky is older.

Prior to that, there are 4 privately run special schools in Singapore. These schools are run by the Voluntary Organizations (VWOs) and funded by the Ministry of Education (MOE) and the National Council of Social Services (NCSS). These schools main aim is to give the best possible education and opportunities to children with diverse needs.

Second, I would define the role of the special needs teachers. In the special schools, teachers are not only trained in managing children with special needs but also in their assessment. Special needs teachers are trained in preparing an individual education program (IEP) for the child. There is a collaborative effort as special needs teachers work with various professional and parents, in order to set inidividualize goals for the child.

In contrast, inclusion education is where children with special needs are included in mainstream classroom with the necessary support provided. The curriculum is also adapted for children with specials needs to be fully involved in the mainstream classroom. I would let Mrs Kong know that although inclusion is not widely practiced in Singapore, there has been a small and gradual progress in towards a more inclusive environment. Lim and Quah (2004) states that Singapore has shown increasing evidence of a drive towards inclusion.

There are preschool centers in Singapore that are willing to enroll children with special needs in their centers. However, in terms of Primary and Seconday School education, it would be difficult for Nicky to be included into mainstream schools as Singapore practices integration, where students must adapt to the school, without the school needing to adapt to the student's needs. (Lim and Quah, 2004).

References:

Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill

Ministry of education Singapore (2009). Special education in Singapore. Retrieved August 14, 2009 from Ministry of Education Website: http://www.moe.gov.sg/education/special-education/

Movement for the intellectually disabled in Singapore (2005). Training and development centres and Employment development centres. Retrieved August 14, 2009 from Movement for the Intellectually Disabled in Singapore website: http://www.minds.org.sg/

Done by

Ang Xin Yi Michelle

Group A

Case Study: Chee Wan Ching, Group B

2009-08-14T02:39:00.000-07:00

a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

I would briefly tell Mrs Kong what she would expect to see in a child with Down Syndrome. As Down Syndrome is one of the intellectual disability, one needs a longer time to learn and may encounter difficulties with academic work. Hence, she has to be mentally prepared for Nicky’s future development as some children may improve on their delays while some may not (Lim & Quah, 2004). Furthermore, she might see that Nicky’s physical appearance might gradually change and these are signs of her having Down Syndrome. However, Lim and Quah (2004) did say that these children do not necessary require different teaching methods. They can still function as per normal, with some assistance provided. Lim and Quah (2004) also added that people with mild intellectual disabilities usually are able to take care of their basic necessities and daily living needs. There are still many job opportunities they can take on provided that there is appropriate training and support.

b) Given the limited information provided, what would you advise Mrs Kong about:
i) Enrolling Nicky into the centre's toddler class

I would advise her to enroll Nicky into the toddler class so as to expose Nicky to the school’s learning environment as well as learn functional skills. This allows Mrs Kong to observe Nicky’s development in a mainstream classroom for a period of time and see if Nicky can cope in such environment. After a period of time, she can then decide if there is a need to enroll her into a special education school. Furthermore, as a toddler teacher and understanding Nicky’s situation, I can plan appropriate curriculum for Nicky and work collaboratively with Mrs Kong to aid Nicky’s learning. As parent involvement is crucial especially in children with special needs, I would let Mrs Kong understand that partnership is important.

ii) Nicky's diagnosis of having Down Syndrome

It is advisable for Mrs Kong to make an appointment and bring Nicky to go for further assessment. I would tell her that it is important to have the child diagnosed early so that early intervention can be provided. According to Lim and Quah (2004), early intervention aids the child to maximize his learning and lay a foundation for later learning of more complicated skills. It also reduces the effects of the disability as well as prevents further development of other disabilities. Moreover, Nicky’s degree of Down Syndrome might be just mild. It is still possible to include Nicky in mainstream school and she may still be able to mix relatively well with her peers.

c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?
There are both pros and cons to special education and inclusive education in Singapore. According to Hallahan and Kauffman (2003) as cited in Lim and Quah (2004), special education is a specially planned education that meets the unusual needs of children with special needs. Special equipments, materials, and medical treatment are used in special education school. In Singapore, some examples of special schools are Rainbow Centre and AWWA Special School. They provide special education for children with intellectual disabilities from birth.
On the other hand, inclusion education allows children with disabilities to be included in general education classroom with necessary support and diverse curriculum adapted for the child with disability to participate meaningfully. Being included in the mainstream school allows the child with disabilities to gain knowledge and learn more than functional skills. As the disability policy mentioned, Singapore is moving towards an inclusive society where people with disabilities are integrated and equal opportunities for education and employment are offered (MCYS, 2009). Hence, it is possible and beneficial to include Nicky in mainstream school.

References:
Lim, L ., & Quah, M. M. (2004). Educating Learners with Diverse Abilities. Singapore: McGraw Hill.

Ministry of Community Development Youth and Sports (MCYS). (2009). Elderly, disability and gambling safeguard division. Retrieved August 12, 2009, from

http://app.mcys.gov.sg/web/corp_orgstruc.asp#2

Done by: Chee Wan Ching / Group B

Case Study: Lee Cheau Ling Grace, Group B

2009-08-14T02:20:00.000-07:00

(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 tell Mrs Kong about Down Syndrome itself first, and the fact that it is not a disease, but rather, a chromosomal condition " in which extra genetic material causes delays in the way a child develops, both mentally and physically." (Kidshealth, 2009) Also, as the National Down Syndrome Society (2009) states, all people with Down Syndrome have delays in their cognitive abilities, but it is usually mild to moderate and all of them still have their individual abilities and skills. I will also tell Mrs Kong that I strongly believe children with Down Syndrome are still very capable of being independent contributors to society when they grow up and are able to go to school, get a job and make decisions about their own life in many ways. I also believe that every child has their right to education and Mrs Kong should make sure her child goes for early intervention so that more can be done to help the child work on her strengths and improve on areas of concern.

(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 advise Mrs Kong to enrol Nicky into the centre's toddler class as the Toddler and Senior Teacher. This is because children with special needs also benefit from social interaction with other children and I believe that with the teacher's guidance and support, Nicky can achieve to the fullest of her potential. Also, as the Ministry of Community, Youth and Sports (2009) states, early intervention will help to "increase the developmental growth potential of the child during the child's most critical development phase." As a teacher, I would also assure her that I will do my best as a teacher to assist Nicky in developing to her fullest potential by planning the appropriate curriculum, as well as setting appropriate goals.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)
I would advise Mrs Kong to set an appointment for the diagnosis as soon as possible as the waiting list for doctors offering such services is usually quite long. As a blood test was done, it is quite certain that Nicky has Down Syndrome. Also, I would also remind her of the importance of early intervention, and a diagnosis would be very helpful, as after that, we would be more certain of the severity of the condition and be able to plan accordingly for her education. Also, after the diagnosis is done, an Independent Education Plan (IEP) for Nicky could be planned so as to set a common goal for everyone who would be involved in her education. I would also give her some resources, for example, the Down Syndrome Association of Singapore, and National Down Syndrome Society so that she can know more about Down Syndrome, as well as possibly find a support group that would guide her, share their experiences and help her husband and her to better accept the situation

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)
I would disclose to Mrs Kong that inclusive education is rather new in singapore, but special education is not new to Singapore and there are quite a few special schools in Singapore that would cater to Nicky when she grows older. MINDS (Movement for the Intellectually Disabled of Singapore) is one significant organisation that has quite a number of school that cater to children who have intellectual disabilities (Lim & Quah, 2004)
Before Nicky is diagnosed for the severity of her condition, I would advise Mrs Kong to do a research on the various educational institutes she could go to and consider which path she would want Nicky to take. I would inform her that if Nicky chose to be included into a mainstream, she would probably have specialist or a special needs inclusive educator to assist her in school, but if she went into a special needs school, the environment and curriculum would entirely be catered to children with special needs. However, this would mean that she would have less interaction with children in mainstream schools.
If Nicky's diagnosis shows that she is not severly affected, I would strongly encourage her to consider letting Nicky go into inclusive education. However, for now, I would ask her to enroll Nicky into the toddler class until she could possibly go for special education programs. I would also let her know about special education programmes that Nicky could possibly attend for 3 hours a day, while going to a mainstream preschool, as that would probably be the most beneficial to Nicky as long as the specialists, the mainstream teacher, the special education teacher and parents all work together to ensure they are working towards a common goal for Nicky.
As stated by the Down Syndrome Association (Singapore)(2009), "Early intervention, lifelong education and training and inclusion with the mainstream is a holistic approach to managing Down syndrome."

References:
Down Syndrome Association(Singapore). (2009). Retrieved August 13, 2009, from All you need to know about down syndrome:
http://downsyndrome-singapore.org/content/view/35/111/

KidsHealth. (2009). Down Syndrome. Retrieved August 13, 2009, from, What is Down Syndrome: http://kidshealth.org/parent/medical/genetic/down_syndrome.html

Lim, L. & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw

Ministry of Community, Youth and Sports (2009). Retrieved August 13, 2009, from Education: http://app.mcys.gov.sg/web/indv_disability_education.asp

National Down Syndrome Society. (2009). Retrieved August 13, 2009, from Down Syndrome Fact Sheet:
http://www.ndss.org/index.php?option=com_content&view=article&id=54:down-syndrome-fact-sheet&catid=35:about-down-syndrome&Itemid=74

Lee Cheau Ling Grace, Group B

Samantha See, Group A

2009-08-14T01:34:00.000-07:00

(A)

Firstly, I would briefly share with Mrs. Kong on what I know about children with Down Syndrome. I would tell her that Down Syndrome is an intellectual disability that results from a chromosomal malfunction (Lim and Quah, 2004). According to Heward (2009), the characteristic physical features include a “flat, broad face with small ears and nose; upward slanting eyes; small mouth with short roof and protruding tongue” (p. 144). I would also stress that the information I have is limited and, if need be, she must find out more from organizations such as the Disability Information and Referral Centre (DIRC) or the Down Syndrome Association Singapore (DSA). Both organizations provide information and referral services to available treatments and education services for children with Down Syndrome.

I would then assure Mrs. Kong that there can be a bright future for children with all kinds of disabilities in Singapore. The first step towards that bright future is, naturally, early intervention and education. If provided with the right services and educational opportunities, I believe that all children, not only those with disabilities, will be able to lead promising and purposeful lives. I would stress the importance of early identification and intervention as research has demonstrated that it would help individuals with disabilities lead more productive lives and contribute more to society.

In future, Mrs. Kong can also use services such as MINDS’ Training and Development Centers (TDCs) and Employment and Development Centers (EDCs) that provide training in both vocational and social skills. This would “further develop their potential and prepare them for open employment and integration into society” (Movement for the Intellectually Disabled in Singapore, 2005).

(B)(i)
I would first advise Mrs. Kong to bring Nicky for further assessments to attain a proper diagnosis. During this time, if necessary, Nicky can be enrolled in the centre’s toddler class. My colleagues and I would then design a curriculum and environment to best suit his needs and the needs of the other children in our class. I would suggest, however, that after proper assessment, Mrs Kong should enroll Nicky in an Early Intervention Programme for Infants and Children (EIPIC) or an Integrated Child Care Programme (ICCP); both of which are services provided by the Centre for Enabled Living (CEL). These programs are equipped with the best resources, educators and services that are crucial to the overall development of children with disabilities.

(ii)
There are many organizations, ranging from non-profit to government hospitals, which specialize in the diagnosis and assessments of children with disabilities. Family doctors or general practitioners (GP) usually make referrals “for follow-up investigation and assessment by multidisciplinary assessment teams” (Lim and Quah, p. 73). As mentioned above, I would stress to Mrs. Kong on the importance of early identification; which would then lead to early intervention.

(C)

Special Education
The special education (SPED) sector has made great strides since its initial start in 1947 with the Trafalgar Home for children with leprosy (also known as Hansen’s Disease). Currently, there are twenty SPED schools run by Voluntary Welfare Organizations (VWOs) and four privately run (Ministry of Education, 2009). Each SPED school specializes in a range of disabilities and provides educational services for children aged two to eighteen.

Inclusive Education
Although limited, the Ministry of Education (MOE) and Ministry of Community, Youth and Sports (MCYS) have been working towards a more planned and purposeful education system which includes children with special needs into mainstream classrooms. The Enabling Masterplan 2007-2011, under the MCYS, proposed that an outreach service program be devised “to provide direct intervention in selected mainstream preschools, which include kindergartens and nurseries” (p. 24). On top of that, Rose and Tok (as cited in Lim and Quah, 2004), have reported on the successful social integration of preschool children with Down Syndrome.

I would definitely advise Mrs. Kong that a combination of both special education and inclusive education is the best choice to ensure that Nicky advances in all aspects of his development.

References:

Enabling Masterplan Steering Committee. (2007). Enabling Masterplan 2007 – 2011: Chapter 3, Early Intervention and Education for Children with Special Needs. Retrieved on 11 August, 2009, from http://www.mcys.gov.sg/enablingmasterplan/report/EM_Chapter3.pdf

Heward, W.L. (2009). Exceptional Children: An Introduction to Special Education. (9th ed.). New Jersey: Pearson Education

Lim, L., & Quah, M.M. (2004). Educating Learners with Diverse Abilities. Singapore: McGraw-Hill Education (Asia)

Ministry of Education. (2009). List of Special Education Schools. Retrieved on 11 August, 2009, from http://www.moe.gov.sg/education/special-education/schoollist/

Movement for the Intellectually Disabled in Singapore. (2005). Services. Retrieved on 11 August, 2009, from http://www.minds.org.sg/main/services.php

Extension class- Tay Jin Zhi Diana (Group B)

2009-08-14T01:33:00.000-07:00

(a) The conditions of a child with Down syndrome vary and I feel the severity of the conditions can be determined at a later stage. According to Peterson and Hittie (2003), one of the common factors for mental retardation is Down syndrome, and the level of intelligence ranges from mild to severity. I understand the concerns a parent have for their child with any disability, especially the worries they have for their child’s present and future education. A child with Down syndrome will need more assistance and time to master a skill and these can often be achieved through “mediated” learning (Lim and Quah (2004)). In Singapore, there are associations which cater to the needs of children and adults with Down syndrome. For instance, the Down Syndrome Association (Singapore). Children with Down syndrome may encounter some challenges as they progress, however, with positive and supportive attitudes from parents as well as the environment (teachers, community etc), the children can be independent learners and feel good about themselves.

(bi) I feel Nicky should not be deprived of the opportunity to interact and learn from and with the other children. As adults, it is natural for us to be concern for Nicky’s welfare; however, we should not allow the “concerns” to overwhelm and deprive him of learning opportunities with the other children. Especially at a tender age, Nicky should be exposed to and celebrate the differences of people. Nicky may encounter some challenges along the way; however, Nicky is capable of learning life skills (Peterson and Hittie (2003)) as he observes and have physical interactions with the other children. In addition, Nicky’s siblings are in the school, this provides him with a sense of familiarity when he is in school.

(ii) I feel we should not be apprehensive to seek help from the specialist, for instance, the diagnosis or their advice etc. With their profound understanding on the disability, they are able to provide the necessary information to help the child, with the piece of information from the specialists; teachers will know which direction to head towards. Just like other children, Nicky have his own strengths and interest area. By focusing on his strengths and area of interest, it makes him feel valued. This will in turn encourage Nicky to be a more participative learner.

(c) Special education and special schools- In Singapore, there are currently 20 special education schools which provide services to children with various special needs. These schools are run by Voluntary Welfare Organizations (VWOs). The schools share a common goal which is to bring out the optimum learning potential in a child as he or she develops to become independent learners as they are included as part of the community. The child with special needs will be assisted by teachers as well as external professionals such as the therapists, psychologists etc. These groups will aid in designing Individualized Education Plans (IEPs) for the child. Schools which provide early intervention for children with Down syndrome are Rainbow Centre and Awwa Educational Services. According to Children services (2009), there is also the Down Syndrome Association (Singapore) which provides services to pre-school children up to their teenage years (16 years old).

Inclusive educations in Singapore- There are mainstream schools in Singapore which practices inclusion. According to 8th World Down Syndrome Congress Gala Dinner and Awards Night (2009), The Integrated Childcare Centre Programme provided opportunities for preschool children with special needs to be part of the mainstream childcare centres. In additions, there are also increasing awareness placed on Early Intervention Programme for Infants and Children. This is to aid the parents in helping their child to develop better and to reduce the possibility of secondary disabilities.

References:

Down Syndrome Association (Singapore) (2009). Children services. [Online]
http://downsyndrome-singapore.org/content/view/18/80/

Lim, L., & Quah, M.M. (2004). Educating learners with diverse abilities.

Singapore: The mc graw hill education

Minister for Community Development and Sports (2009). Speech by Dr Yaacob Ibrahim-

8th World Down Syndrome Congress Gala Dinner and Awards Night.[Online] http://app.mcys.gov.sg/web/corp_speech_story.aspszMod=corp&szSubMod=speech&qid=642

Ministry of education Singapore (2009). Special education in Singapore. [Online]
http://www.moe.gov.sg/education/special-education/

Peterson, J.M., & Hittie, M.M. (2003). Inclusive teaching: Creating effective schools for all learners. United States of America: Pearson Education, Inc.

Goh Yi Huey, Group A

2009-08-14T01:25:00.000-07:00

(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 assure Mrs Kong that I understand her worries and anxiety, and provide her with a general overview of Down Syndrome, which is ‘a genetic condition caused by the presence of an extra chromosome 21’ (Down Syndrome Association Singapore, 2009). More importantly, I would stress that Down Syndrome is not a contagious disease, and that the environment and upbringing play a vital role in the development of a child with Down Syndrome.

Children with Down Syndrome usually face a slowed development mentally and physically, of which the severity and symptoms range from mild to severe. Several symptoms of Down Syndrome include delayed language development and slow motor development, with physical signs such as slanted eyes, short neck, poor muscle tones and small hands and feet (National Institute of Child Health and Development, 2009). Although it is a condition that is incurable, early intervention for individuals with Down Syndrome can help them to lead productive lives.

To cater to these children, many early intervention programs and special schools in Singapore such as AWWAS (Asian Women’s Welfare Association) and the Rainbow Centre have been set up for children with diverse abilities. Early intervention aims to reduce the effects of a disability and to maximize the individual’s learning to his or her fullest potential (Lim & Quah, 2004). Mrs Kong will be assured to know that the various early intervention programs and special schools in Singapore provide specialized services to cater to the developmental needs and growth of different diverse learners. In addition, according to Lim and Quah (2004), a preschool integration program by the Down Syndrome Association (DSA) of Singapore was initiated in 2001, to integrate a small number of children with Down Syndrome into selected kindergartens. The DSA also provides support services to train individuals with Down Syndrome for future integration into the working society. This shows the effort in the move towards a more inclusive society in Singapore.

As such, there is an option for children with Down Syndrome to attend special or mainstream schools, depending on what deems best for the child.

(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 encourage Mrs Kong to enroll Nicky into the centre’s toddler class. This is so that the latter will be able to experience and learn about communication and socialization with students in mainstream settings. This, in turn, serves as a preparation for the child for future integration into the society, where interpersonal skills serve as vital factors to building relationships.

In addition, adaptations will be made to the curriculum so that Nicky is able to learn in a pace that suits him best. I would also inform Mrs Kong that it is important for her to work with the school as closely as possible, so that the best learning opportunity is provided for Nicky.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

As a blood test was done to determine the possibility of Nicky’s condition, the result would most likely be accurate. However, I would also encourage Mrs Kong to go for further assessments to get more detailed information about Nicky’s condition.

I would provide essential information about the available resources, pertaining to early intervention programs and education in Singapore, for children with Down Syndrome, to Mrs Kong. This is so that she is better equipped with the necessary knowledge to plan for future decisions with regards to Nicky’s education.
.
(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

Special education is a purposeful intervention that is designed to help a child with disabilities to learn and participate actively in school and society (Heward, 2009). In the Singapore context, special schools (e.g. AWWA special school, Rainbow Centre, MINDS) are set up to cater to the learning and developmental needs of students with disabilities. In a special education program, only special education teachers who are trained and equipped with the requisite skills and certification are hired to teach in this field. An Individualized Education Plan (IEP) is used on each child during the teaching process, to ensure that the child’s unique learning needs are met. Assistive technologies in the form of personal aids or learning devices are also integrated to aid in the student’s learning.

In an inclusive education, however, it requires the child with special needs to learn and work with other typical developing children. There are a few programs in Singapore that supports the inclusion of students with special needs into mainstream school settings (e.g. the Therapy and Educational Assistance for Children in Mainstream Education (TEACH ME), and the Learning Support Program (LSP)). In addition a few other projects such as Project ASSIST and the Integrated Childcare Centre Programme (ICCP) were implemented in Singapore over recent years, with the aim of including children with special needs who can benefit from mainstream education, into mainstream preschools to maximize their learning potential (Lim & Quah, 2004).

According to Lim and Quah (2004), there is a growing acceptance in Singapore towards the movement of including students with special needs into mainstream settings. Inclusion allows both children and adults to recognize and appreciate the contributions that each unique individual brings (Strully & Strully, 1996, as cited in Lim & Quah, 2004). As such, inclusive education benefits all as the mainstream children are able to learn about the communication methods, and characteristics of the child with special needs, and vice-versa.

References

Down Syndrome Association Singapore – Not Disabled Differently Abled. (2009). All you need to know about Down syndrome. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/35/111/

Heward, W.L. (2008). 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.

National Institute of Child Health and Development (2009). Down Syndrome. Retrieved 13th August, 2009, from National Institutes of Health website: http://www.nichd.nih.gov/health/topics/Down_Syndrome.cfm

Done by:
Goh Yi Huey, Group A

Case study done by Koh Ann Ge, Katherine- Class B/Cohort 3

2009-08-14T01:08:00.000-07:00

(a) What would you reveal to Mrs. Kong regarding your professional view about children with Down syndrome and their future in Singapore? (4 Marks)

First and foremost, According to the Down Syndrome Association Singapore (2009), Down syndrome is a condition where a newborn has an extra genetic material on the 21st chromosome. Although Down Syndrome is known to be caused by genetic reasons, however the impact that the environment where the child is in as well as the parent’s role in nurturing the child are all pivotal to the development of the child.
Children who have been diagnosed with Down syndrome have a significantly flatter facial contour. This refers to having their tongue jut out, a flat nose, eyes slanted upwards, a flatter surface at the back of the head, weak muscle tone, and undersized ears as well as wide, short hands with a crease on the palm. (Singapore Health Promotion Board, 2009). Furthermore, according to the Down Syndrome Association Singapore (2009), Down syndrome is also associated with several developmental problems such as a delay in the locomotors skills such as crawling and sitting and also in terms of cognitive skills such as a shorter memory capacity as well as the acquisition of language. Moreover, children with Down syndrome have a tendency to use certain coping strategies. For instance, structure in terms of routines as well as self-directed speech helps these children to gain greater control and make sense of their lives. To find out more, I would encourage Mrs. Kong to look out for upcoming seminars and talks about Down Syndrome and early intervention on the Down Syndrome Association Singapore’s website in order to help Nicky and herself to understand more.
Regarding the future of children with Down syndrome in Singapore, I would highlight to Mrs. Kong that there has been significant amounts of effort put in to create a more inclusive society in Singapore. For instance, at a recent event known as the Down Syndrome Association Charity Gala Dinner, the 2nd Minister of Finance- Mrs Lim Hwee Hua mentioned that the Down Syndrome Association Singapore (DAS) “engages the society to include individuals with Down syndrome into the schools, workplaces and community. This attempt to integrate children with Down syndrome shows us that it is possible for Nicky still grow up and experience life like any other regular child. In view of Singapore’s prospects, the society is willing to put in efforts to help children like Nicky have a healthy social and school life.

(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 encourage Mrs. Kong not to place Nicky in a special school immediately. I would advise her to enroll Nicky in our centre first and see if Nicky is able to adapt in a mainstream environment. It is too early to segregate a child from the regular children. Both Mrs. Kong and myself should be more than willing to help Nicky grow in a healthy, mainstream environment. Nonetheless, I would assure Mrs. Kong that I have been trained to use multiple teaching strategies and assistive technologies to help children will special needs learn better. For example, I would show her the visual aids like picture cards, visual schedule and signage that I would use to help Nicky understand my instructions and learn more effectively. When Nicky faces difficulties in adjusting to the centre’s curriculum and teaching practices, then I will make conscientious efforts to discuss and suggest possible alternatives that can be made to the existing learning environment with Mrs. Kong.

(ii) Nicky's diagnosis of having Down syndrome. (2 Marks)

Although Nicky does not display any physical attributes of children diagnosed with Down syndrome, however Nicky’s official diagnosis is accurate as well. Hence, I would advise Mrs. Kong to bring Nicky for further assessments, rather than delaying it because early diagnosis and intervention will help to reduce, eliminate and overcome greater learning and developmental difficulties that can occur during the child’s preschool years. (Heward, 2009).

(c) What would you disclose to Mrs. Kong about special education, special school and inclusive education in Singapore? (6 Marks)

As stated by Heward (2000), special education is “purposeful intervention designed to prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning and from full and active participation in school and society.” (p. 35.)

The Movement for the Intellectually Disabled Singapore (MINDS) has pioneered special schools like the Fernvale Gardens School, Towner Gardens School, Woodlands Gardens School as well as the Lee Kong Chian Gradens Schools to help children with special needs. The educators are trained to provide exceptional children with individualized attention in order to meet their needs. (MINDS, 2005) Basic self help skills, fine and gross motor skills as well literacy skills are developed in these children. (MINDS, 2005). Hence, the availability of professionals, required services as well as assistive technologies will render appropriate assistance to children with special needs and their families.
Currently in Singapore, partial inclusion is at work. There have been significant efforts in trying to provide children with special needs an individualized academic programme, which will match the learner’s learning pace and abilities. It has been slowly becoming a reality in Singapore. Providing an educational programme, which is individualized and relevant to the needs and abilities of these students. For instance Singapore has trained allied teachers to be stationed in some mainstream schools in order to cater to the learning and behavioral needs of children special needs in the school. (Ministry of Education, Singapore 2009).
However, integration and inclusion education is an ideal that would require a collaborative and progressive effort between members of the society, school, parents and the child to fulfill. Teachers like myself will put in our best efforts in including children like Nicky in our classroom. Hence, I would advise Mrs. Kong to be patient and hopeful in working towards making full inclusion a reality.

References:

Health Promotion Board. (2009). Down Syndrome. Retrieved August 14, 2009 from the Health Promotion Board Website: http://www.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.

Singapore Down Syndrome Association. (2009). All you need to know about Down Syndrome. Retrieved August 14, 2009, from the Singapore Down Syndrome Association Website: http://downsyndromesingapore.org/content/view/34/111/

MINDS (2005). Movement for the Intellectually Disabled Singapore: Introduction to Special Education School. Retrieved August 14, 2009, from http://www.minds.org.sg/schools/

Ministry of Finance – Singapore. (2009). Speech by Mrs Lim Hwee Hua, Second Minster for Finance – Down Syndrome Association Charity Gala Dinner. Retrieved August 14, 2009, from
http://app.mof.gov.sg/news_speeches/speechdetails.asp?speechid=306

Ministry of Education, Singapore. (2009). Allied educators careers. Retrieved August 14, 2009, from http://www.moe.gov.sg/careers/allied-educators/

Case study done by : Nurullasslinda Bte Pardi, Group B

2009-08-14T00:30:00.000-07:00

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 first explain to Mrs. Kong that Down syndrome is actually an intellectual disability (Lim & Quah, 2005). The affected child might have physical impairments and also will have developmental delays in motor skills raging from mile to severe. (Singapore Down Syndrome Association, 2009).

I would assure Mrs Kong that even though there is a cognitive delay, a child with down syndrome is capable of learning new things (Lim & Quah, 2005). I would also inform her that there are schools and organizations that help children with down syndrome live their lives independently in the future such as the RAINBOW centre and also MINDS. These schools and organizations cater to the “educational, vocational, social and welfare needs of the intellectually disabled” (Movement for the Intellectually Disabled of Singapore, 2005) Furthermore, I would update Mrs Kong that there is an Employment Development Centre (EDC) which focuses on seeking jobs for people who are intellectually disabled. EDC provides work training and also functional academics to equip her child with the necessity cognition to function as individuals independently daily in the future.

(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; (2 Marks)

I would definitely advice Mrs Kong to enroll Nicky into the centre’s toddler class. I would ensure her that my centre provides and caters to the needs of all diverse children in the class and inform her that I would take Nicky’s disability into consideration while planning the arrangement of the classroom and also the lesson plans. By enrolling Nicky into the toddler’s class beforehand, it is also a form of Early Intervention. According to Lim & Quah (2005), early intervention means whichever form of services and preschool education for both the young child with disability and also his or her family. Early intervention helps prevent or reduce the development and learning problems and also might reduce the effects of disability during the early years of childhood (Lim & Quah, 2005).

I would also stress with Mrs Kong that she needs to work closely with me as it is not known yet the severity of Nicky’s disability. This is important as I would be able to observe and note down Nicky’s progress in class accurately.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

Even though Nicky’s facial signs have no indications that she has down syndrome, I would inform Mrs Kong that she has to take into account the other physical characteristics such as the excessive space between large and second toe or a single deep crease across the center of the palm (Singapore Down Syndrome Association, 2009). This is because since Nicky was being diagnosed by a blood test, the test would most likely be accurate. According to KK Woman’s and Children’s Hospital (2009), a blood test “is the single most accurate test for the screening of Down Syndrome”. Therefore, I would advice Mrs Kong to come into terms with Nicky’s disability and also to make an appointment for Nicky’s further assessment to determine the severity of her disability. This is important so that I could plan appropriately on how to help develop Nicky holistically once the assessment is being done.

(b)What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

Special education is “purposeful intervention” (Heward, 2000 as cited in Lim & Quah, 2005). I would inform Mrs Kong that when special education is done successfully, it will “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” (Heard, 2000, pg. 31 as cited in Lim & Quah, 2005). Also, I would say that for special education to work, several things are needed such as psychological assessment, medical treatment, counseling, special transportation, teaching techniques and equipment and also occupational and physical therapy (Lim & Quah, 2005).

There are a number of special schools in Singapore, namely the Movement for the Intellectually Disabled of Singapore (MINDS) and also Rainbow centre. I could disclose to Mrs Kong that these schools are equipped to cater to the needs of the special children accordingly. Also, Rainbow Centre provides parent training programme aimed at new parents who have a child has a disability. This training programme will support and help parents cope with their child who has a disability (Lim & Quah, 2005). Therefore, not only will it benefit Nicky when she can enter the school at four, it will also benefit Mrs Kong in coping and coming into terms with Nicky’s disability.

I would inform Mrs Kong that in Singapore, inclusion is not yet well implemented. However, there are increasing amount of children with disability seen in mainstream classrooms and furthermore steps are taken to ensure that Singapore is slowly moving into successful inclusion (Lim & Quah, 2005). I can reassure Mrs Kong that inclusion is possible in every classroom. This is because according to Lim and Quah (2005), inclusion means giving the “necessary support” so that children with disabilities can become full participants in classroom activities. Necessary support comprises of the additional specialized training and extra teachers in the class as well as adaptation of the learning materials and the curriculum. I can ensure Mrs Kong that she need not worry about Nicky because with the correct amount of encouragement and support from my centre and also the various organizations and special schools, Nicky will be able to survive independently in the future.

References

Down Syndrome Association Singapore – Not Disabled Differently Abled. (2009). What is
Down Syndrome?. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website:http://downsyndrome-singapore.org/content/view/34/112/

KK Women’s and Children’s Hospital- First Trimester Screening (2009). Retrieved August 13,
2009 from KK Women’s and Children’s Hospital website:
http://www.kkh.com.sg/PatientHealthLibrary/WomensHealth/First+Trimester+Screening/

Lim, L. & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw
Hill.
Movement for the Intellectually Disabled Singapore (2005). Retrieved August 13, 2009 from:
Movement for the Intellectually Disabled Singapore website:
http://www.minds.org.sg/edcs/

Signing out,
Nurullasslinda Bte Pardi, Group B.

Case Study- Yusliza Bte Yusof (Group B)

2009-08-13T23:30:00.000-07:00

(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 assure Mrs Kong that there is definitely a place for Nicky to develop his self-help skills through all the developmental domains. I am aware that Mrs Kong's main concern would be about the early interventions available for which are able to help Nicky to be more independent as he grows older. I will further explain to Mrs Kong what is down syndrome. Although her two other children is normal, she should understand that Nicky is a special child with an extra chromosome. This is supported by Singapore Down Syndrome Association (2009) that no one is to be blame for this as there is nothing that a father or an expecting mother can do before or during pregnancy to avoid the child from having Down syndrome. It just happens to anyone inclusive of all races, social classes and in all countries throughout the world. Secondly,I will also inform Mrs Kong that there are special Schools such as Movement for the Intellectually Disabled of Singapore (MINDS) which offers various programmes from the preschool to senior programmes.

(b) Given the limited information provided, what would you advise Mrs Kong about:

(i) Enrolling Nicky into the centre's toddler class; (2 Marks)

I would strongly encourage Mrs Kong to enroll Nicky into the centre's toddler class as it is too early for us to decide that Nicky should be put in a special school. Furthermore, special school such as MINDS preschool programme will only accept children from the age of 4-6 years. Thus, I will inform Mrs Kong that the centre will design curriculum which not only caters to Nicky or the other children but instead a curriculum for diversity in which all children will benefit.

As mentioned in Heward (2006), despite the rise in the factors that plays a part in the collaboration of parents and teachers in special education, three issues were seen to be clear that is firstly parents wants to be involved, secondly, educational effectiveness is develop through active involvement of parent and teachers and lastly, the requirement of collaboration between school and families being the other vital factor. Hence, the teachers will have regular conferences with Mrs Kong to discuss about Nicky's progress both at home and school. As developmental process is observed, further discussion in which have inclusion benefit Nicky or special education would be a great help for his education.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

I feel that it is crucial for Nicky to further be diagnose in order for early intervention to take place. According to Heward (2006), early intervention includes a wide variety of child care, family supports, educational and nutritional to further lessen the effects of disabilities or to prevent learning and developmental complications in later life. Hence, early intervention will greatly benefit Nicky as he grows.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

Special education is a part of school system that requires certain teacher to pupil ratio. With this, teachers are able to pay closer attention to these special needs children. There are also preventive, remedial and compensatory interventions in special school to ensure that children with disability are taken care appropriately. By carrying out these interventions, it is able to help children with special needs overcome their disabilities. Special schools that cater to the needs of children with disabilities are Grace Orchard School, MINDS, METTA School, Rainbow Centre and more. The aim of these special schools in Singapore is to build up on each child’s potential to his/her fullest potential. The education also includes having rehabilitative and therapy in their curriculum to mould and nurture special needs children to be an all-rounder. This supports the statement quoted by Lim and Quah (2004), "... providing the necessary support so that they can participate in a meaningful way in the ongoing classroom activities (p. 31). Hence, there should be sufficient learning materials and instructions should be practiced in a more efficient way.

Although mainstream schools in Singapore are seen to be more integrated in which children with special needs are expected to adapt to the environment, Singapore is indeed progressing to provide inclusive teaching. Mainstream schools are improving in a way that the environment around the school adapts to the child's need. Assistive devices are made available in most schools to further aide the child with special needs. As cited in Lim and Quah (2004) inclusion is when children with disabilities are put together in a common education classroom. With inclusion, it does not only cater to the normal stream children but also special needs children who are diagnosed with various disabilities. Hence, relating back to Nicky's case, with good social interaction with other children with or without disabilities and teachers, they can work together to further help Nicky in his learning journey.

References:

Singapore Down Syndrome Association, 2009. What is Down syndrome. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/34/111/

Lim, L., & Quah, M. M. (2004). Educating Learners with Diverse Abilities.Special Education in Singapore. Asia, Singapore: McGraw-Hill Education.

Heward, W. L., (2006). Exceptional children: An introduction to Special Education (8th ed.). Upper Saddle, NJ: Merril Prentice Hall

Done by: Yusliza Bte Yusof (Group B)

Case Study [Nur Azlina Subari- Group B]

2009-08-13T23:01:00.000-07:00

1(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 acknowledge Mrs Kong's concerns and explain to her what Down Syndrome is all about. According to Down Syndrome Association Singapore (2009), Down syndrome is a genetic condition where the baby has extra chromosome 21. Such individual are born with three sets of chromosomes 21 instead of two. They also have a significant facial contour which usually appears flat. For instance, the back of the head would be flat, the nose would be flat, their eyes are slanting upwards, their tongue juts out or they have short hands and fingers (Singapore Health Promotion Board, 2009). I would also be honest in informing Mrs Kong that there are no treatments for Down Syndrome but it is essential for early intervention to improve on Nicky’s life.

After which, I would share with her my view regarding the future of children with Down Syndrome in Singapore. I will start off by introducing an organization in Singapore that provides services to meet the needs of such individuals- the Movement for the Intellectually Disabled Singapore (MINDS) schools. MINDS "cater to the educational, vocational, social and welfare needs of the intellectually disabled." (MINDS, 2005). This is because, their organization runs special schools, hostels and homes for both adult and children, Employment Development Centres (EDCs) as well as Training and Development Centres (TDCs).Thus, I would assure Mrs Kong that children with Down Syndrome will get necessary assistance throughout their lives to help them function better in the society.

(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 explain to Mrs Kong that I need discuss with the school about enrolling Nicky in the centre as it is a school’s decision and not mine alone. Nonetheless, I would welcome Nicky in the centre’s toddler class as I believe in equal chances for all children. Modifications and adaptations to the curriculum can be done to meet the needs of every child, including Nicky’s. Necessary changes and support can be provided to ensure that he is able to participate effectively in class. This can be supported by Lim and Quah (2004), it is necessary to provide support for children with disabilities so as they are able to be engage in classroom activities in a meaningful way. I would advise Mrs Kong that we need to work closely in exchanging information about Nicky to find ways or solutions to help him function better in class. Along with mainstream childcare, Mrs Kong could also consider enrolling Nicky in a special school as the environment and services are more focused in meeting the needs of children with disability. Thus, Nicky will get the exposure to both mainstream and special education settings. Which I believe, will prepare him for the challenges in life that he might face in the future.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

As a teacher, I am aware of the importance of early intervention. As mentioned in Heward (2006), early interventions are "designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life for children presumed to be at risk for such problems."(p. 558). Therefore, I would encourage Mrs Kong to make appointments for Nicky’s assessments. This is to ensure that she gets valuable feedbacks and suggestions from professionals in which she is able to take necessary steps to help her child.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

An example of an organization that provides special education in special schools is the Movement for the Intellectually Disabled Singapore (MINDS). Their schools include- Woodlands Gardens School, Fernvale Gardens School, Towner Gardens School and Lee Kong Chian Gradens Schools. The curricular in these schools are modified to meet the needs of children with special needs. ‘Areas of learning include language communication, functional academics such as time telling and money value, self-help skills and personal grooming, social competency and pre-vocational skills’ (MINDS, 2005). Therefore, Mrs Kong can be assured that the availability of professionals, services and equipments in special education will aid in providing necessary assistance to children with special needs and their families. Such organizations will serve as a purpose to develop each special needs child’s capacity to his or her fullest.

I would be honest to Mrs Kong by stressing to her that, a lot of work is needed to be done to include children with special needs. She needs to be aware that Singapore has not practice full inclusion just yet. Even so, we are progressing towards it. For instance, Singapore has allied teachers working in mainstream schools to provide learning and behavioral support in the education of children with special needs. (Ministry of Education, Singapore 2009).

I would also share my beliefs that teachers are the main factor in making inclusion successful. Lim and Quah (2004), affirms that inclusive teachers play an important role in achieving inclusive settings. This is because, their attitudes, practices and values regarding differences can have a great impact on children who are in their inclusive classrooms. I believe that Singapore is grooming more teachers who are supportive of inclusion. Hence, with appropriate support system and teachers who are wiling to make changes to inclusion, I am sure that full-inclusion programs can be more evident in the future.

References

Health Promotion Board. (2009). Down Syndrome. Retrieved August 14, 2009
from http://www.hpb.gov.sg/diseases/article.aspx?id=494

Heward, W. L., (2006). Exceptional children: An introduction to Special Education (8th ed.).
Upper Saddle, NJ: Merril Prentice Hall

Lim, L., & Quah, M. M. (2004). Educating Learners with Diverse Abilities.
Special Education in Singapore. Asia, Singapore: McGraw-Hill Education.

MINDS (2005). Movement for the Intellectually Disabled Singapore. Retrieved
August 14, 2009, from http://www.minds.org.sg/

MINDS (2005). Movement for the Intellectually Disabled Singapore. Introduction to Special
Education School. Retrieved August 14, 2009, from http://www.minds.org.sg
/schools/

Ministry of Education, Singapore. (2009). Allied educators careers. Retrieved August 14,
2009, from http://www.moe.gov.sg/careers/allied-educators/

Singapore Down Syndrome Association. (2009). What is Down Syndrome. Retrieved August 14,
2009, from http://downsyndrome-singapore.org/content/view/34/111/

Done by: Nur Azlina Bte Subari (Group B)

Case Study (Audrey Wu, Group B)

2009-08-13T22:51:00.000-07:00

a)What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

I would reassure Mrs Kong that children with Down Syndrome are able to take care of their own basic needs and are capable of being independent in the community, given the opportunity as well as encouragement and practice. In addition, given the appropriate training, there are many jobs available for them to do proficiently. (Lim & Quah, 2004) Therefore, with the appropriate trainings given, I believe that Nicky would be able to contribute back to society.

Furthermore, Down Syndrome Association of Singapore (DSA) has started a research in 2007, on including children with Down Syndrome into main stream schools. As stated, there are many positive examples which have proven that children with Down Syndrome can be included into a main stream school, provided the necessary support an accommodation. Hence, with this research in mind, this shows that Singapore is moving towards an inclusive setting for all children with Down Syndrome, thus, in time to come, Nicky may be able to receive the proper care and education.

b)Given the limited information provided, what would you advise Mrs Kong about:

i)Enrolling Nicky into the centre’s toddler class

As Nicky requires much individualized attention from the teachers, I feel that if the teacher child ratio is appropriate, I would encourage Mrs Kong to enroll Nicky into the centre’s toddler class. I feel that Nicky should not be deprived of the chance to have a normal social interaction with peers of his age. Also, I would modify my lessons according to his learning needs so that he would also be given the chance to learn along with his peers.

ii)Nicky's diagnosis of having Down Syndrome

I would suggest to Mrs Kong to bring Nicky for a diagnosis as soon as possible in order to gauge the severity of his condition. This is so that he would be able receive proper intervention as soon as possible. With accordance to the National Association for Down Syndrome, “Early intervention services should be provided shortly after birth.” (2009). In addition, with the diagnosis, teachers and specialist would be able to collaborate and come up with activities or lessons to help with Nicky’s development.

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

According to Heward (2009), “Special education is, first of all, purposeful intervention designed to prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning and from full and active participation in school and society.” (p. 35.)

In Singapore, there are many special needs schools, namely, MINDS, AWWA special school as well as Rainbow Centre. These schools cater to the different children with special needs in Singapore. For example, in MINDS, they have a variety of programmes which cater to the learning needs for children with Down Syndrome from the age of 4 years to the age of 18 years. The teachers at the schools are well trained and they provide the children with individualized attention so as to address the learning needs for each child. (MINDS, 2005) Children there are being taught basic self help skills, self awareness, fine and gross motor skills as well as basic vocabulary and pre-writing skills for the children between the age of 4 to 6. (MINDS, 2005)

I strongly encourage Mrs Kong to first enroll Nicky in the toddler class to see how he copes with the learning in the centre first whilst she waits for the report from the doctor. When Nicky is 4 years of age and she feels that he would be able to benefit more from the education in the special needs school, she may enroll him into the programme but I would advise her to allow Nicky to attend main stream pre school as well so that he would be able to interact with other peers his age.

References

National Association for Down Syndrome (2009). Learning and Development. Retrieved August 14, 2009, from National Association for Down Syndrome website:
http://www.nads.org/pages_new/facts.html

Down Syndrome Association Singapore (2009). Not Disabled Differently Able, Children Services. Retrieved August 14, 2009, from Down Syndrome Association website:
http://downsyndrome-singapore.org/content/view/18/80/

MINDS (2005). MINDS Schools Programmes. Retrieved August 14, 2009, from
Movement for the Intellectually Disabled of Singapore (MINDS) website: http://www.minds.org.sg/schools/programs.php

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.

Done By:
Wu YingYing Audrey
Group B

Case study- Nurazura Bte Mohamed Amran (Group A)

2009-08-13T22:20:00.000-07:00

(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 like to reassure Mrs Kong that there is no one to be blamed for Nicky’s condition as “Down Syndrome is a genetic condition caused by the presence of an extra chromosome 21” (Down Syndrome Association – Singapore, 2009, para 1). It is also not a disease and thus, Nicky will not suffer nor is victim of her condition. In fact, I will reveal to Mrs Kong that people with Down Syndrome are all “unique individuals and should be acknowledged as a person first and foremost” (Down Syndrome Association – Singapore, 2009, para 2). This is so because they also have feelings and emotions just like anyone else which will result them in experiencing love, anger, fear and happiness (Down Syndrome Association – Singapore, 2009).

Next, I will also reveal to Mrs Kong that with the support of proper Early Intervention, Nicky will be able to learn to live independently and enable her to participate in many things in life. Therefore, Mrs Kong should not be too worried about Nicky’s future as Nicky will be given opportunities to live in a meaningful and varied life. However, there is no doubt that Mrs Kong will have to face lots of challenges along the way as Nicky grow up. Thus, Mrs Kong must have courage to overcome all the hurdles in the future.

As for her future, I will also honestly reveal to Mrs Kong that “employment options for a persons with Down Syndrome may appear limited in a highly competitive job market like Singapore which is moving towards knowledge intensive high-tech industries” but “there are still many types of jobs that they would be able to do competently with appropriate training and support” (Lim & Quah, 2004, p. 327).

Also, our second Minister for Finance, Mrs Lim Hwee Hua, has spoken at the Down Syndrome Association Charity Gala Dinner that the Down Syndrome Association (DAS) has “engages the society to include individuals with Down syndrome into the schools, workplaces and community. Thus, today, we are able to find children with Down syndrome studying alongside their peers in mainstream kindergartens and schools; adults finding work opportunities in the mainstream society; and community facilities shared by all” (Ministry of Finance – Singapore, 2009, para 7). With that, Nicky will surely be given opportunities to experience a life like others and have a meaningful future.

(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 reveal to Mrs Kong that any children with disabilities, such as Cerebral Palsy, Autism, Attention Deficits Hyperactivity Disorder (ADHD) or even Down Syndrome, have a legal right to education and can be included in a regular classroom. Therefore, Nicky is most welcome to join the centre’s toddler class.

However, I will explain to Mrs Kong that “all children with Down's syndrome have some degree of learning disability and this varies greatly from person to person” (BabyCentre, 2009, para 14). Thus, they need time to reach their developmental stages at their own pace. Also, children with Down Syndrome may have “physical impairments and developmental delay ranging from mild to severe” which include “delayed in motor skills such as sitting, crawling and walking in infancy and delayed in cognitive skills such as speech and language acquisition and short-term memory abilities” (Down Syndrome Association – Singapore, 2009, para 4).

Due to this, I will further explain to Mrs Kong that the centre’s toddler class do offers a curriculum which allows diverse group of children to be enrolled. This means that our curriculum caters to children who are racially, culturally, and linguistically diverse, and those with a range of skills, gifts, strengths, needs, abilities and disabilities. Hence, Nicky will be able to learn in a classroom that maximizes her fullest potential. Besides, I will also reveal to Mrs Kong that Nicky may need extra help, such as speech therapy, physiotherapy and special education. With the collaboration of all parties, I am sure Nicky will be in good hand.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

I will agree with Mrs Kong that based on the photograph, there were no facial signs which indicates that Nicky has Down Syndrome. However, Mrs Kong did admit that Nicky has difficulties sitting upright. According to BabyCentre (2009), children with Down's syndrome may “have loose muscles and joints” which result him/her to be “floppy and has difficulty in sitting upright” (para 2). I will reveal to Mrs Kong that those are some characteristics that a child with Down Syndrome would have.

Besides, I will reveal to Mrs Kong that Down Syndrome can affect every part of the body, and “may lead to problems with the muscles, joints, bones and movement, vision and hearing difficulties, a vulnerability to infections, problems with digestion, lung disorders and heart defects” (BabyCentre, 2009, para 11). However, many of the conditions mentioned can be improved with early intervention. Therefore, I will advise Mrs Kong to make an appointment with the doctor soon so that we can be informed of her severity of impairments. I will also advise her that it is important for Nicky to have good healthcare throughout her life so that problems can be spotted and properly managed.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

I will share with Mrs Kong that in Singapore, we do have special schools that provide special education to children with disabilities. They have “successful interventions which prevent, eliminate, and/or overcome the obstacles that might keep an individual with disabilities from learning and from full active participation in school and society” (Heward, 2009, p. 35). For Nicky who has Down Syndrome, she can be enrolled in the MINDS organisation. MINDS organisation has 4 special schools namely Fernvale Gardens School, Lee Kong Chian Gardens School, Towner Gardens School and Woodlands Gardens School. Unfortunately, their special programmes cater to children from the aged of 4 to 18 years old.

With this information, I strongly encourage Mrs Kong to enrol her child, Nicky, to our centre. I will explain to Mrs Kong that the centre is practicing the inclusionary education. I will also briefly explain to her that inclusive education in school is not just about fitting ramps and lifts into the school infrastructure or putting them in a class with normal children to provide an inclusion setting. But, inclusive education requires the staff and students to also adopt an open attitude to welcome and include students with disabilities into their midst. This is a crucial ingredient in ensuring the successful inclusion of students with disabilities into our community. Moreover, curriculum and activities are modified to suit the needs of such children as well as the rest. Thus, with inclusive education, I believe that it can benefit Nicky a lot.

Being a student from Wheelock College, I have understood the importance of inclusive education. Therefore, I will also reveal to Mrs Kong that our Government is gradually moving towards inclusive education and in the future, inclusive education will be seen as part of our lives (Lim & Quah, 2004). Thus, today, we are able to find more children with disabilities studying alongside their peers in mainstream kindergartens and schools which are acknowledge by the Government.

Reference
BabyCentre (2009). Down’s Syndrome. Retrieved August 12, 2009, from, http://www.babycentre.co.uk/baby/health/downssyndrome/

Down Syndrome Association – Singapore. (2009). All you need to know about Down Syndrome. Retrieved August 12, 2009, from,
http://downsyndrome-singapore.org/content/view/35/113/

Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities (1st ed.). Singapore: McGraw-Hill Education.

Ministry of Finance – Singapore. (2009). Speech by Mrs Lim Hwee Hua, Second Minster for Finance – Down Syndrome Association Charity Gala Dinner. Retrieved August 12, 2009, from, http://app.mof.gov.sg/news_speeches/speechdetails.asp?speechid=306

Case Study - May Leong Group B

2009-08-13T20:27:00.000-07:00

a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

According to Lim & Quah (2004), Down Syndrome is a common chromosomal disorder where the last pair of the chromosomes is a triplet instead of a pair. It occurs before the child’s birth and due to the change in the chromosomes, children with Down Syndrome need more time in learning things and they usually have special characteristics in the physical features which may include “slanted eyes, flattened features, shortness and a tendency to gain weight” (Lim & Quah, 2004, p. 325). Though Down Syndrome is categorized under intellectual disability and may encounter great difficulties while learning, with the right environment, strong support from teachers, parents and professionals and strong determination of the children, children with Down Syndrome are still able to learn and succeed in life. Every child is unique and precious and he/she has his/her own special needs. It depends on the people around them to provide the best environment that will cater to their needs for them to be successful.

Though Singapore has yet to fully include people with disability into the working forces, there are services in the community that does help to provide more employment opportunities for them. One of the services which are provided by the Movement for the Intellectually Disabled of Singapore (MINDS) is called the Employment Development Centers. It aims to provide working experience and training for people who are intellectually disabled so that it will increase their job opportunities (MINDS, 2005). Therefore, Mrs Kong should not worry about Nicky’s condition too much and start immediately to work together with professionals to help to provide the best environment for Nicky. If she is willing to, I will always be there to provide her any information or help she needs for the best of the child.

b) Given the limited information provided, what would you advise Mrs Kong about:
i. Enrolling Nicky into the centre’s toddler class

As an advocate for inclusion, I will definitely not discourage Mrs Kong to enroll Nicky to our toddler class as I think that all children have equal opportunity in learning. Furthermore, given the information, his condition seems to be mild or may not has Down Syndrome as there were no facial signs that show that he has Down Syndrome. Hence, I will suggest Mrs Kong to enroll Nicky into the toddler class first for more observations of the child’s learning and interaction with other peers so as not to over diagnose his condition. If he really has Down Syndrome, it is also better for him to start early intervention as Heward (2009) says that “the first years of life are critical for children with disabilities, who, with each passing month, risk falling even further behind their typically developing age mates” (p.536).

ii. Nicky’s diagnosis of having Down Syndrome

Nicky has only did a blood test for the diagnosis of Down Syndrome and for it to be more accurate, there should be more assessments done like IQ tests and observation checklists. I will strongly encourage Mrs Kong to arrange further meet ups with the doctor soon to follow up with Nicky’s condition. First, it is to prevent over diagnosis of his condition. Second, if he really has Down Syndrome, it will be good to know his level of severity and get the doctor’s advice for his future development and study. I will also encourage Mrs Kong to do more observation at home to provide more information for the doctor and support his learning as much as possible as having developmental delay does not means that the child has Down Syndrome too. This will also help Mrs Kong to decide which learning environment is best for Nicky.

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

Special Education is a system caters to the educational needs for children with disabilities in a range of settings, which includes the mainstreams and special schools (Lim & Quah, 2004). It aims to “prevent, eliminate and/or overcome the obstacles that might keep an individual with disabilities from learning” (Heward, 2000, as cited in Lim & Quah, 2004). Special schools provide education only for children with disabilities who have learning difficulties. Currently in Singapore, there are a few special schools that provide education for children with intellectual disability which includes MINDS and Association for Persons with Special Needs (APSN). These schools provide learning opportunities for children with intellectual disabilities to become independent individuals. However, they may not necessary be enrolled into special schools. There are also children with disability placed in mainstream schools where diverse groups of children are able to interact and understand each other in a favorable environment.

In Singapore, most of the schools practice integration of children with disability into the mainstream schools as they need to adapt to the learning environment of the other children. However, the most ideal way of education for all children, including the child with disability, is inclusion. This means to adapt the curriculum and environment to the diverse needs of all the children to excel and perform. In this way, every child has an equal opportunity in learning and excelling in their own unique way. However, in order for inclusion to work in the class, it requires the parents, teachers and other professionals’ effort to work hand in hand to provide a safe and meaningful environment for every child to develop happily. Therefore, I will hope that Singapore’s education will practice inclusion and cater to the diversity of learners.

References:
Heward, W. L. (2009). Exceptional children: An introduction to special education. (9th ed.). Upper Saddle River, NJ: Pearson Education

Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.

MINDS. (2005). Movement for the Intellectually Disabled of Singapore. Retrieved August 14, 2009, from http://www.minds.org.sg/edcs/index.ph

Sign off
Leong Min Zhi May
Group B

Case Study - Cheryl Lee Group B

2009-08-13T20:07:00.000-07:00

(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore? (4 Marks)

Mrs. Kong seems rather at lost and anxious about Nicky’s situation, so I will assure her that Singapore is gradually moving towards to being an inclusive society. The Down Syndrome Association (DSA) helps to create awareness in their recent event, DSA Buddy Walk 2009 to commemorate World Down Syndrome Day 2009 (Down Syndrome Association Singapore, 2009). The Enabling Master Plan 2007 – 2011 recognizes that people with special needs have the capabilities to contribute to society and economy, therefore, it is vital and have the right to receive public education. This support given enables people with special needs to grow and live independently (Ministry of Community Development, Youth and Sports, 2007).

In Singapore’s recognition to have trained individuals to ensure that children with special needs are given appropriate care, Mrs. Kong may apply her domestic helper for the Caregivers Training Grant (CTG). This may alleviate her worry of Nicky while she is at work. Main caregivers of a child with special needs “can receive a subsidy of up to $200 per year to attend pre-approved training courses” (National Council of Social Services, 2008, para. 1).

(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 Mrs. Kong seems to be in a predicament of sending Nicky to which type of school, I would advise her to enrol him in our centre for a trial period. His progress will be monitored to check if he has benefited and enjoys being in the centre. To validate Nicky’s progress, I would recommend the trial period to be about four to six months. This provides him time to be accustomed to the centre’s culture and curriculum. I would ensure Mrs. Kong that the curriculum of the class would be adapted for Nicky’s developmental level. And that the curriculum will not only meet Nicky’s needs, but also the other children in the class.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

The blood test which Nicky went through is pretty accurate as Down syndrome is “caused by chromosomal abnormality” where Chromosome 21 is a triplet rather than the usual pair (Heward, 2009, p.144). I would advise Mrs. Kong to bring Nicky for further assessments as she is concerned with Nicky not having the physical charateristics of an individual with Down syndrome.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

According to Quah (as cited in Lim & Quah, 2004), a research project was ever conducted to evaluate how feasible it is to include children with special needs into mainstream classrooms. The study showed positive effects for the children, both with special need and typically developed children, their parents and teachers. This research may help bring relief to Mrs. Kong to know that Nicky may be able to grow and be included in mainstream schools just like most children.

There are many programmes which assist a child with Down syndrome in a mainstream school. The Integration Facilitation Support Programme (IFSP) is one such example where DSA provides a number of school based consultancy services. Teachers may undergo training to learn specific strategies to help a child with Down syndrome cope and excel academically. Workshops and talks are also conducted in schools to help better understand and ways to work with children with Down syndrome (Down Syndrome Association Singapore, 2009).

‘Developing Social Aptitude’ is a series of workshops in 2008 which will be conducted again, enabling children with Down syndrome to develop their social skills. This is accomplished by providing them with age-appropriate activities that promote social interaction and communication skills (Down Syndrome Association Singapore, 2009). Given the appropriate interventions and education, children with Down syndrome are able to “thrive well into adulthood, into their 50s and beyond, living full and active lives” (BabyCentre UK, 2009, para. 5).

_____________________________________________________________________________________

Reference:

Baby Centre. (2009). What does the future hold for my child? In Down syndrome.

Retrieved August 14, 2009, from

http://www.babycenter.com.sg/baby/health/downssyndrome/

Down Syndrome Association Singapore. (2009). Caregivers Training Grant (CTG) by

NCSS. In Latest. Retrieved August 14, 2009,

from http://downsyndrome-singapore.org/content/view/54/51

Down Syndrome Association Singapore. (2009). DSA buddy walk 2009: Walking

together towards an inclusive community. Retrieved August 14, 2009, from page

2 at http://downsyndrome-

singapore.org/images/wdsd_buddy_walk_2009_post_report_(for_website).pdf

Down Syndrome Association Singapore. (2009). Integration Facilitation Support

Programme(IFSP). In Children services. Retrieved August 14, 2009, from

http://downsyndrome-singapore.org/content/view/18/80/

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 (9^th ed.).

United States of America: Merrill, Pearson Education Inc.

Lim, L. & Quah, M.M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill Education (Asia).

Ministry of Community Development, Youth and Sports. (2007). Enabling Masterplan

2007 – 2011: Sports, volunteerism and philanthropy, and public education.

Retrieved August 14, 2009, from page 8 at http://www.mcys.gov.sg/enablingmasterplan/report/EM_Chapter7.pdf

Cheryl Lee CaiXia Group B

Nur Tahirah Bte Abdul Latiff, Group A

2009-08-13T19:51:00.000-07:00

(a) What would you reveal to Mrs. Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

To alleviate Mrs. Kong’s concerns about Nicky, I would firstly empathize and acknowledge her feelings when learning about her child having Down Syndrome. Nevertheless, I would assure her that Down Syndrome is caused by a genetic factor which is “the result of chromosomal abnormality” (Lim & Quah, 2004, p. 325). Hence, she should not feel guilty or accountable for the cause of her daughter’s impairment as no one is to be blamed.

Next, I would share my personal belief that every child has special needs – they each have their own strengths and limitations. Heward (2009) added that like any other children, children with Down Syndrome may need extra support in some areas of learning and development (i.e. cognitive development). On the other hand, they may need minimal support in other developmental areas of life (i.e. physical, emotional and social development). “With appropriate supports over a sustained period, the life functioning of the person with intellectual disabilities generally will improve.” (Luckasson & Spitalnik, as cited in Lim & Quah, 2004, p. 320).

The future of Singapore for people with Down Syndrome seems hopeful. In mainstream school settings, teachers do not only have higher qualifications, but are either trained or have exposure towards special education as well. In addition, “a number of services exist at the school level for students with intellectual disabilities” such as the Encouraging Achievement and Better Learning (ENABLE) programme, as well as the Learning Support System (LSP) programme (Lim & Quah, 2004, p. 324).

Apart from offering special education programmes in special schools, both the Movement for the Intellectually Disabled of Singapore (MINDS) and the Association for Persons with Special Needs (ASPN) provide employment centres especially for people with Down Syndrome (Lim & Quah, 2004). Such employment centres offer “employment opportunities for adults with intellectual disabilities” to “maximize and develop their vocational and social abilities” (Lim & Quah, 2004, p. 34).

(b) Given the limited information provided, what would you advise Mrs. Kong about:

(i) enrolling Nicky into the centre’s toddler class

I would strongly advise Mrs. Kong to enroll Nicky into the centre’s toddler class. I would share the benefits that Nicky might gain when enrolling into the class where interaction with peers would provide opportunities for Nicky to learn and develop social, communication and other skills within a natural environment (Peterson & Hittie, 2004). In fact, I would add that not only Nicky would benefit from the enrolment into the centre, but for Mrs. Kong herself, as well as the teachers and other children in the centre (Peterson & Hittie, 2004).

In addition, as a Toddler and Senior Teacher in the centre, I can share with her some anecdotes of children with special needs in the centre as well as share my past experiences when dealing with children with special needs. I can also discuss several strategies and/or adaptations that I may adopt when teaching Nicky in the class.

(ii) Nicky’s diagnosis of having down syndrome.

Despite the photograph which showed no facial signs indicating that Nicky has Down Syndrome, the blood test analysis from the doctor, is a more accurate diagnosis. Thus, I would advise Mrs. Kong to make an appointment and bring Nicky for further assessment as instructed by the doctor. I would explain that with early diagnosis, it will help to prevent, eliminate and/or overcome learning and development problems during the early childhood years (Heward, 2009).

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

I would disclose to Mrs. Kong that according to Hallahan and Kauffman (as cited in Lim and Quah, 2004), special education is a “specially designed instruction that meets the unusual needs of an exceptional student” (p. 30). Special education exists in both special schools and mainstream schools.

Special Education (SPED) schools in Singapore offer “rehabilitative and therapy services which provide for the child’s psychological well-being as well as all-round development” (Lim & Quah, 2004, p. 48). SPED schools for children with Intellectual Disabilities such as Down Syndrome in Singapore include MINDS, ASPN, Metta School and Grace Orchard School. Out of these four schools, only MINDS offer Preschool Programmes for children aged 4 to 6 years old (Lim & Quah, 2004). Often, children who are “once placed in the special education system, many of them do not usually return to the mainstream school system” (Lim & Quah, 2004, p. 324).

Inclusive education on the other hand, emphasizes on “the meaningful interaction of regular class and special students in either social activities or classroom instruction” (Lim & Quah, 2004, p. 31). In Singapore, I would say that a whole-approach of inclusive education is not fully practiced. Nevertheless, a large number of mainstream schools which offers integration of students with special needs in their classes show Singapore’s movement towards practicing inclusion. This is supported by the fact that “there is a sizeable number of children with intellectual disabilities who are enrolled in mainstream schools in Singapore” (Lim & Quah, 2004, p. 323).

References

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.

Nur Tahirah

Group A

Lina Ong Li Hui, Group A

2009-08-13T11:44:00.000-07:00

(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

First and foremost, I would take reassure Mrs Kong of her concerns regarding Nicky. I would also make sure that I take my time to share with Mrs Kong more information on what Down Syndrome so that she will not feel so overwhelmed with all the information.

I would start of by telling Mrs Kong that Down Syndrome is a genetic condition caused by the presence of an extra chromosome 21 (Singapore Down Syndrome Association, 2009). Physical characteristics of Down Syndrome includes “short stature; flat board face with small eyes and nose; upward slanting eyes; small mouth with short roof, protruding tongue may cause articulation problems” (Heward, 2009).

After which, I would assure Mrs Kong that despite their slow learning rate and inadequate memory children with Down Syndrome do have the ability to learn (Lim & Quah, 2004). I believe what with early intervention, it is possible for children with Down Syndrome to turn out to be functional adults in the society. Furthermore, I would inform Mrs Kong about the Employment Development Centres (EDCs) that Movement for the Intellectually Disabled Singapore (MINDS) runs. The EDC’s helps to prepare and seek for employment opportunities for adults with Intellectual Disabilities where Nicky would be able to seek for employment opportunities in future.

(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class;
As Nicky is only 1 year old and MINDS only offer early intervention for children at the age of 4 to 18, I would not eliminate the possibility of including Nicky into the centre’s toddler’s class. Before Nicky is enrolled into the toddler’s class, I would meet up with Mr and Mrs. Kong to find out more about Nicky’s needs and interests so that I can prepare and adapt the lessons in class that would make learning effective for Nicky. The partnership between Mrs Kong and I will be ongoing to ensure that Nicky is effectively and happily included and. However, if Nicky does not seem to be responding well to the inclusion of mainstream school, I would suggest that Mrs Kong to consider enrolling Nicky into a special needs school.

(ii) Nicky's diagnosis of having Down Syndrome.
From the pictures of Nicky that Mrs Kong showed, it seems that Nicky does not show any physical characteristics of a child with Down Syndrome. On the other hand, Nicky’s diagnosis is based on a blood test; therefore, it is most likely that the diagnosis is accurate. However, my qualifications as a teacher do not put me in a position to deduce if the doctor’s diagnosis was accurate. Thus, I would suggest Mrs Kong to make an appointment and bring Nicky for further assessments.

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

According to Hallahan and Kauffman (2003) as cited by Lim & Quah (2004), “Special Education is a “specially designed instruction that meets the individual needs of an exceptional student”. Special education aims to help children with disabilities to prevent eliminate and overcome barriers that they might face when learning and participating in schools or the society (Heward, 2009). Special schools for children with Down Syndrome in Singapore includes Movement for the Intellectually Disabled of Singapore (MINDS), Association for Persons with Special Needs (APSN), Asian Women’s Welfare Association (AWWA) and the Rainbow Centre (Lim & Quah, 2004).

On the other hand, Inclusion Education is where children with special needs go to a mainstream school where the school provides the children with support to help them to adapt in their learning experiences. Currently, there are no schools that practice inclusive learning. However, Singapore is working for schools to practice inclusive education by starting of with integration. According to Lim & Quah (2004), there is an increase in the number of VWOs over decades of years being set up, and integration and inclusion are happening in the mainstream schools.

After explaining to Mrs Kong the definitions of Special Education and Inclusive Education, I would suggest Mrs Kong to consider put Nicky under Inclusive Education unless it is evident that Inclusive Education was not working out for Nicky.

References:

Down Syndrome Education Singapore (2009). What is Down syndrome.
Retrieved 13th August 2009, from
http://downsyndrome-singapore.org/content/view/34/112/

Down Syndrome Education Singapore (2009). All you need to know about Down syndrome. Retrieved 13th August 2009, from
http://downsyndrome-singapore.org/content/view/35/111/

Heward, W.L. (2008). 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.

MINDS. (2005). About MINDS employment development centers. Movement for the
intellectually disabled of Singapore. Retrieved August 13, 2009, from
http://www.minds.org.sg/edcs/index.php

Tan Wei Sian | Group A

2009-08-13T11:42:00.000-07:00

a. What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

I will first tell Mrs Kong what Down syndrome is and the cause of it (a genetic condition caused by the presence of 3 copies of chromosome 21 instead of the usual two) to clarify her understanding of Down syndrome. After which I will find out what she thinks and feels about her child and him with Down syndrome and what her worries about her child are, especially the thought of it is caused by Karma or orther suspicious beliefs.

After which, my answer will be about the same as part C where I will first assure her that having a child with Down syndrome is not a bad or serious matter. It is a common disability which 1 out of 800 around the world is being diagnosed with (Down Syndrome Association Singapore, 2009). After which I will show her the symptoms and signs of a child with Down syndrome and other facts about children with Down syndrome which Mrs Kong might be interested to know.

As for the future children with Down syndrome in Singapore, I will assure her that she do not have to be over stressed about as there are a lot of services and assistance provided by associations, special needs school and centers to assist the development and growth of children with special needs. I will then show and tell her about all the services which I think will benefit Nicky and his family, and those Mrs Kong wants to know about. Such information will include the types of educations/programs (e.g. inclusion, early intervention, enrichment programs), types of schools (e.g. special needs schools, mainstream schools, ICCP schools). I will also provide her with the possible education routes Nicky will take on in his learning journey.

Other than that, I will also reveal the current progress and upcoming plans of Singapore in creating an inclusive environment for people, both adults and children with special needs. She can rest assured as association like Down Syndrome Association Singapore (DSA) provides services and programs which train her child to be ready for open employment.

Given the limited information provided, what would you advise Mrs Kong about:
b. Enrolling Nicky into the centre's toddler class; and

I will first discuss with the principal and other staffs in the child care about Nicky’s condition and the appropriateness of including him into the class as well as the changes and adaptations both parties (Nicky and child care) have/might have to make. Personally, I recommend early intervention and inclusion to start as early as possible but we have to put the child first into consideration.

According to Down Syndrome Association Singapore (2009), children with Down syndrome can be included in mainstream schools if their severity is mild, has better speech and language skills as well as having self-regulation and a more mature social behavior. This is also what I agree as we have to provide what is best for the child and not what is best for the society and family itself. If Nicky’s developmental stages are still immature, unprepared and unsuitable to be placed in mainstream schools, it will do him harm than benefit him if we force him into one.

However, since the information is limited, and there is no harm trying as no one will know how it will work out until we try, I will suggest Mrs Kong place her child and allow Nicky to be included in the child care for a term or two and we will see how it goes by through observations. We will then decide on the final decision on whether to permanently include Nicky in the child care. Personally, I believe that it is not impossible, it's just that there are either not enough resources, or unprepared/trained staff id inclusion does not work in Singapore.

If Nicky is being included into the toddler’s class, I will very much expect close home-school partnership as with both parties working together, we can provide what is better for Nicky compared to one sided effort, much better.

c. Nicky's diagnosis of having Down Syndrome.

Firstly I will assure her that having a child with Down syndrome is not a bad/serious matter nor it is a disease. It is a common disability which 1 out of 800 around the world is being diagnosed with (Down Syndrome Association Singapore, 2009). I would then show her a picture of child with Down syndrome and explain to her the characteristics and signs of a child with Down syndrome. A person who is diagnosed with Down syndrome will have the following physical features:

• Hypotonia, low muscle tone
• Broad face with small nose and small ears
• Upward slanting eyes
• A single deep crease across the center of the palm
• Hyper flexibility, an excessive ability to extend the joints
• Fifth finger has only one flexion furrow
• Epicanthal folds, small skin folds on the inner corner of the eyes
• Excessive space between large and second toe
• Enlargement of tongue in relationship to size of mouth.

(Down Syndrome Association Singapore, 2009)

However, not all people with Down syndrome will have all the features listed above. I will also tell her that people with Down syndrome do not have a particular personality. This also directly imply that even though Nicky is always cheerful, happy and smiling, that does not mean that he has no Down syndrome. However, people with Down syndrome prefer routines than changes hence there are several things that require close home-school partnerships. If the parents still have doubts towards the results, I recommend them to bring the child to do further diagnosis by a different/same doctor, as well as a blood test to check on the chromosomes.

The severity of Down syndrome varies hence what the parent and I as a teacher can do is to do more observations on Nicky in his daily life, work together with the child’s doctor to evaluate, and get our results from there to plan what we can do to let Nicky lead the most normal life he can get with his abilities and at the same time fostering his skills that are not so developed.

d. What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore?

I will first tell her that the position of Nicky in the society is important but what is really important now is his development, his education, his life skills. There are couples of associations, schools and centers for special needs out there which can help, assist and foster Nicky’s development when Nicky is and is not being included in mainstream schools. So, what I will do is to provide her information such as services available, location, contact information about the associations, schools and centers available which I think will benefit Nicky and his family now and in the future.

One of the examples will be the Down Syndrome Association of Singapore (DSA). They provide children services such as Integration Facilitation Support Program (IFSP) which support children with Down syndrome in their life as a student in mainstream pre-schools and primary schools. They also provides educational support which includes tuition and remedial programs held during school holidays or after school hours to help children with Down syndrome to better cope with their school work. They also provide social skills training which I think it’s really important as they will come in contact with people independently sooner or later in their lives. DSA also provides enrichment programs such as drama, visual arts and dance. Mrs Kong can sign up and bring her child there base on Nicky’s interest.

Schools such as Rainbow Centre, Towner Gardens and MINDS are Special Education Schools (SPED) which cater to children with diverse disabilities. As of Jaunary 2009, there are over 20 SPED run by both private and voluntary welfares (Down Syndrome Association Singapore, 2009). These schools have teachers who are professionally trained to work with and educating children with diverse abilities like Nicky.

I will also tell her that there are 18 child care centers offering the Integrated Childcare Programme (ICCP), which allows children with disabilities, 2 to 6 years olds, to be included in the classrooms (MOE, 2009). This program is funded by the Ministry of Community Development, Youth & Sports. Which also means that Mrs Kong actually do not have to worry much about her child and his status in the society as the country and the ministry itself are gaining awareness, doing something and moving towards the goal of an inclusive environment for everyone. There are also more primary schools which employ allied educators which assist I can also provide her with the contact details and steps to follow if she wishes to enroll her child into one of those centers.

Reference:

Down Syndrome Association Singapore - Not Disabled Differently Able - Home. (2005.).
Retrieved August 13, 2009, from http://downsyndrome-singapore.org

Lim, L. & Quah, M. M. (2004). Educating learners with diverse abilities. Singapore: McGraw Hill.

Young Children - Integrated Child Care Programme. (n.d.).
Retrieved August 13, 2009, from http://www.cel.sg/AgeGroupDisabilityPages5.aspx

Umairah Bte Abdullah, Group A

2009-08-13T11:34:00.000-07:00

(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 let Mrs Kong know that Down syndrome is not a disease. It is a genetic disorder that can affect anyone regardless of race, religious and any walks of life.
“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.” (Down Syndrome Association Singapore, 2009). I will assure her that no one is to be blamed in the situation and she should not question why Nicky is different as compared to his siblings who are normal.
Every child needs a good, enriching and stimulating environment to develop holistically and this is even more so for children with Down syndrome who really needs a good, supportive environment to learn and develop in. (Down Syndrome Associate Singapore, 2009). The way children with Down syndrome are brought really plays a vital role in helping them cope with their disability in the future. I will advice Mrs Kong that it is important for her and her husband to look at the situation from a positive perspective and be strong to provide Nicky with the best, supportive environment possible.
I would also let her know that there is definitely a place for Nicky in the education system in Singapore. Regardless if it is in special or mainstream schools, Nicky will definitely have equal opportunity for education as every other child. I will also encourage her to remain positive and let her know that there are ongoing research and studies done by the Down Syndrome Association Singapore to move towards providing a mainstream education opportunity for children with Down syndrome.

(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 definitely advice Mrs Kong to enroll Nicky into the centre’s toddler class. I would reassure her that I am trained to care for and provide an educational setting for children with special needs and I would definitely have them in my class. Moreover, it would also be convenient for her since Nicky’s siblings are already in the centre.

(b) Given the limited information provided, what would you advise Mrs Kong about:
(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

I would suggest that Mrs Kong take Nicky for further tests and assessments to know more about where he is in his developmental milestones. It is also important that she knows the final diagnosis on Nicky’s condition in order for her to work towards improving his situation and provide him with the best environment possible. Furthermore, many of the conditions that children with Down syndrome may have can be improved with early intervention. When she is aware of these conditions, she will then be able to make arrangements for interventions that would benefit Nicky in the long run.

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

“The education of children with disabilities is provided in special education (SPED) schools. As at January 2009, there are 20 SPED schools run by Voluntary Welfare Organisations (VWOs) receiving funding from the Ministry of Education (MOE) and the National Council of Social Service (NCSS).” (Ministry of Education, 2009). They are a number of special schools in Singapore which caters to children of various disabilities. SPED schools are under the Ministry of Education while there are other special education schools that are run by private bodies. Regardless, the main goal for these special education schools is to provide children with special needs the best setting possible for them to grow and develop into fully functioning adult that will have their rightful place in the society.
Additionally, the education system is also moving progressively towards providing a mainstream education for children with Down syndrome. As mentioned in a speech made by Mrs Lim Hwee Hua, Minister in the Prime Minister’s Office and Second Minister for Finance and Transport (2009), “Today, you can find children with Down syndrome studying alongside their peers in mainstream kindergartens and schools; adults finding work opportunities in the mainstream society; and community facilities shared by all.” This further proves that there is a place for children with Down syndrome in the education system as well as in the community.
I would advice Mrs Kong to remain positive and keep reassuring her that there are going to be options for her to choose from when the time comes for Nicky to be in school. Whether it is special school or mainstream school, the ultimate decision is hers to place Nicky in an environment that he can fully excel in.

References:

Down Syndrome Education Singapore (2009). What is Down syndrome.
Retrieved 13th August 2009, from
http://downsyndrome-singapore.org/content/view/34/112/

Down Syndrome Education Singapore (2009). All you need to know about Down syndrome. Retrieved 13th August 2009, from
http://downsyndrome-singapore.org/content/view/35/111/

Ministry of Education Singapore (2009). Special education in Singapore.
Retrieved 13th August 2009, from
http://www.moe.gov.sg/education/special-education/

Ministry of Finance Singapore (2009). Meeting Down syndrome community’s needs
Retrieved 13th August 2009, from
http://app.mof.gov.sg/news_speeches/speechdetails.asp?speechid=306

Umairah Bte Abdullah (Group A)

Goh Yi Huey, Group A

2009-08-13T11:25:00.000-07:00

Ang Hui Shan, Group B

2009-08-13T11:21:00.000-07:00

(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.

Far'ain Jaafar, Group A

2009-08-13T10:47:00.000-07:00

(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 explain to Mrs Kong my understanding of Down Syndrome. According to my understanding, children with Down Syndrome have learning difficulties (Lim & Quah, 2004). Although this may seem to be a barrier, their future in Singapore is still hopeful. I will inform Mrs Kong about very useful centers such as MINDS (Movement for the Intellectually Disabled of Singapore) and their services. Currently, there is the availability of Employment Deployment Centres under MINDS which means Nicky will still be able to contribute to society (MINDS, 2005). In fact, as society progresses, Nicky may even have better employment options by her adulthood.

Ultimately, I will encourage Mrs Kong to constantly provide the best for Nicky by being a loving and supportive mother. Mrs Kong upbringing will impact Nicky’s development more than the services provided. With love, support and affection, Nicky will progress well.

(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 inform Mrs Kong that I will have to meet and consult with the principal about any policies towards enrolling children with special needs into the school. This is to not to discourage her on enrolling Nicky into the school but to inform her that as a teacher (and a professional), I have to confide with my principal first before taking any action.
I will also assure Mrs Kong that I would definitely encourage her to enroll Nicky into my toddler class. Nicky deserves equal opportunities. Furthermore, as a graduate I have been informed about creating a positive classroom setting for children with special needs. The school may enrich Nicky’s learning experience and I will look forward to working together with Mrs Kong and her family.
Other than enrolling into the school, I will also inform Mrs Kong about services provided by MINDS that may supplement Nicky’s learning. There is a pre-school program available (MINDS, 2005) that Mrs Kong may enroll Nicky into upon the year she turns four years old. The special needs school has services that is more specialized and focused on the area of special needs. A special needs school also has better facilities that revolves around the area of special needs.
Having a combination of services from the special needs school and the child care centre would be favourable.

(ii) Nicky's diagnosis of having Down Syndrome. (2 Marks)

I will deeply encourage Mrs Kong to heed the doctor’s advice and make appointments for further assessment on the diagnosis. Knowing more information about the extent of Down Syndrome would assist other professionals involved (such as therapist, teachers and allied educators) in providing early intervention. Early intervention can help Nicky progress towards betterment and reduce the effects of the disability. (Heward, 2009)

(c) What would you disclose to Mrs Kong about special education, special school and inclusive education in Singapore? (6 Marks)

Special education schools in Singapore are better equipped with the facilities and services that focus on the special need. Currently, there is no formal standard of inclusive education in the early childhood setting but there are formal standards of integration in the primary and secondary schools. Schools are equipped with allied educators and facilities to meet the needs of students with learning and behavioral difficulties (Ministry of Education, Singapore 2009).
Although there are no formal standards of inclusive education on the early childhood setting, there is a gradually growing number of teachers who are educated in the area of special needs. These teachers (graduates from Wheelock College) are likely to advocate for formal standards of inclusive education in the early childhood setting with time.
Mrs Kong may rest assure that Singapore is progressing towards better special and inclusive education. As a teacher, I would advice Mrs Kong to tap on the services provided from both the special education and towards inclusive education schools.

References
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.

MINDS. (2005). About MINDS employment development centers. Movement for the
intellectually disabled of Singapore. Retrieved August 13, 2009, from
http://www.minds.org.sg/edcs/index.php

Ministry of Education, Singapore. (2009). Allied educators careers. Retrieved August 13,
2009, from http://www.moe.gov.sg/careers/allied-educators/

:),
Far'ain Jaafar

Case Study by Geraldine Huang, Grp B

2009-08-13T10:22:00.000-07:00

(a) What would you reveal to Mrs Kong regarding your professional view about children with Down Syndrome and their future in Singapore?

“Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops, both mentally and phyically. It affects about 1 in every 800 babies” ( KidsHealth, 2009). Health Promotion Board (2007) further explained that Down syndrome is “caused by the presence of an extra chromosome 21”.Although DS is caused by genetic factors, 21st chromosome, environmental factors and quality education play a relatively critical role in their development. I would reassure Mrs Kong that children with Down syndrome can still contribute to the society no matter the severity of their condition and they are not “clumsy” or “incapable” as most members of the public think.

Personally, I am in favour of including children with DS in a mainstream setting. By giving them a chance to be in a regular classroom, it helps them to better integrate into the society in future since they are given the opportunity to interact with typically developing children. In an inclusion classroom, it also allows typically developing children to learn to appreciate all people, accept and live with diversity. With some adaptations, it is possible to incorporate children with DS, especially in an early childhood setting, as many of the resources and activities adapted for the children with special needs can be used by and benefit the development and teaching of the typically developing children in the class as well.

In Singapore, the sector of special education has been progressing gradually. We are moving towards a nation with higher quality of services and living standards for people with DS and other forms of disabilities. The Singapore government has definitely been putting in effort to improve the situation through the launching and implementation of policies that aims to facilitate the integration of children with disabilities into mainstream settings.

(b) Given the limited information provided, what would you advise Mrs Kong about:
(i) Enrolling Nicky into the centre's toddler class; and

Enrolling Nicky in the centre’s toddler class would be beneficial for the child who will be able to interact and learn together with typically developing children. However, provided that the centre is able to support the learning of children with disability, it would not be advisable for Mrs Kong to enroll Nicky. In the instance that the school is ready for inclusion and Mrs Kong enrolls Nicky in the toddler class, I would advise Mrs Kong on being prepared to spend more time on communicating with me as the teacher as well as the school. With effective communication between home and school, it will benefit Nicky in his development and growth.

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

Through Mrs Kong’s verbal description and picture of Nicky, it is not obvious that the child has the DS. I would strongly encourage Mrs Kong to arrange for an appointment with the doctor for further assessment of Nicky’s condition as soon as possible. Only with an accurate diagnosis of the child’s condition, would it allow for any form of early intervention. Upon a diagnosis, Mrs Kong would be able to pick a suitable school for Nicky as well as discuss the kind of intervention strategies and plans that is appropriate for Nicky.

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

I would explain about the current state of inclusion for children with Down syndrome in Singapore, then further touch on a few supporting policies and lastly how certain challenges are overcome in an inclusive setting.

Current State & Supporting Policies

Currently, there is a limited number of local preschools offering mainstream education for children with DS. Two examples of such preschool are St Gerard’s School and Kits4kids. Over the years, the local education system has improved in terms of their willingness to accept children with special needs. However, the traditionally results-oriented nature of the education system tends to breed a system where having children with special needs in the class is seen as not desirable because the special needs child may ‘hold back the other students in the class.’ It is a pity that many still fail to see the value of allowing students to learn from one another through the interaction with people who are slightly different. Inclusion actually benefits all children as we learn to be patient, to accept and embrace differences.

Since year 2007, the Down Syndrome Association (DSA) of Singapore has been conducting a research project on inclusion for children with DS; placing them in mainstream primary schools and building an integration facilitation support program whereby it provides school based support for these children with education support services and family support services (Down Syndrome Association (Singapore), 2009).

In an additional effort to emphasize necessary education for children with DS, DSA also “advocates compulsory education” for children with Down syndrome until the age of 16 and support their learning through courses which prepare children with the necessary knowledge and social skills (National Council of Social Service, July/August 2007, p. 11). Through the mention of this policy, I hope to relieve any of Mrs Kong’s concern about Nicky not being able to receive proper education.

Overcoming Challenges

A child with DS may have delayed fine and gross motor skills, auditory and visual problems, speech and language difficulties, poor short term auditory memory, short concentration span, problems with generalizing information and transferring skills from one situation to another. Sometimes, they also have challenges with problem solving and cognitive thinking.
With slight adaptations, children with DS will be able to participate in all activities. One such accommodation would be giving the child more time to respond, allowing responses through non verbal means example, using the picture exchange system or simply through pointing; in the instance that the child faces speech and language challenges.

References:

Down Syndrome Association (Singapore) (2009). Annual report 2007/2008. Retrieved August
12, 2009, from http://downsyndrome-singapore.org/images/dsa_12_ar.pdf

Health Promotion Board. (2007). Down Syndrome. Retrieved August 13, 2009, from
http://www.hpb.gov.sg/hpb/default.asp?pg_id=865&aid=1702

KidsHealth. (2009). Down Syndrome. Retrieved August 12, 2009, from,
http://kidshealth.org/parent/medical/genetic/down_syndrome.html

National Council of Social Service (July/August 2007). Rapport. Retrieved August 13, 2009,
from http://www.ncss.org.sg/documents/Rapport_JulAug07.pdf

Done By: Geraldine Huang, Group B

Poh Jia Yi (Bee) - Group A

2009-08-13T09:28:00.000-07:00

(A)

Children with Down Syndrome may face “physical impairments and developmental delays”, however, these severities vary among each individual (Singapore Down Syndrome Association, 2009). Firstly, not every child with Down Syndrome possess all distinctive physical characteristics. Secondly, their cognitive and motor development may differ from one another’s. Thirdly, taking into consideration that they may suffer from other health implications, these also affect children with Down Syndrome’s overall development. However, with proper guidance to learn the basic life skills, they can still perform daily tasks independently (Lim and Quah, 2004).

Although Singapore has not fully included people with Down Syndrome into the mainstream schools, we are working on it. There is an increase in the number of organisations for children with Down Syndrome over the years (Lim and Quah, 2004). In fact, some schools are integrating children with Down Syndrome. As seen in the year 2007, Down Syndrome Association had embarked on a research to include children with Down Syndrome in mainstream primary school.

In addition, Down Syndrome Association (2009) had listed various services to aid in the growth of children with Down Syndrome. Such as the Integration Facilitation Support Programme (IFSP) “serves to support children with Down syndrome in mainstream pre-schools and primary schools”, and social interaction skills support and educational support to reinforce learning in school.

Subsequently, there are continuous support programs provided for a “more independent and productive” life ahead (Singapore Down Syndrome Association, 2009). In which, these programs encourage people with Down Syndrome to reach out and achieve higher with their capabilities. The programs are open employment/social enterprise, project-based, and leisure-based.

(Bi)

As an early childhood teacher with no certification in the special needs field, I would suggest Mrs Kong to bring Nicky for more assessments so as to have an assurance of her child’s condition before enrolling Nicky into the toddler class. Ideally, seeking help from professionals through the Early Intervention Programme for Infants and Children (EIPIC) provide insights of how to carry out early intervention procedures. This should be done as soon as possible because “findings support the commonly-held view that early services to young children with special needs will enhance their abilities to develop to their maximum potential, reduce later education costs to society, and improve their chances of both economic and living independence” (Ministry of Community Development, Youths and Sports, 2009). According to Ministry of Community Development, Youths and Sports (2009), it stated that Integrated Childcare Programmes (ICCP) is introduced into 17 preschool centres. Hopefully, with trained special needs officers, Nicky will be able to benefit in the programme, maximise her potential and be guided towards higher education opportunities if possible.

(Bii)

As mentioned in part (Bi), Mrs Kong should bring Nicky for more assessments to understand her child’s condition better. Most importantly, I feel that families are the core participant to make early intervention work. Hence, I thought Nicky’s diagnosis of having Down Syndrome may be a big step for Mrs Kong and her family. To guide and support Nicky throughout her life, they may want to be engaged in family support and training services from several VWOs. Such as, to attend counselling, educational talks, support groups, training workshops, and information dissemination and referral (National Council of Social Services, 2009).

(C)

Special education in Singapore has improved over the years but has not reached the ideal stage where individual with special needs are fully included in the society. Though special schools are still segregated from the mainstream, there are still programs such as Therapy and Educational Assistance for Children in Mainstream Education (TEACH ME), Encouraging Achievement and Better Learning (ENABLE) Program, Learning Support Program (LSP) and REACH ME project under the Autistic Resource Centre (ARC) which supports inclusion in the mainstream schools (Lim and Quah, 2004). Also, project researches to introduce programmes that obtain the best practices for inclusion are available (E.g. IFSP).

Derived from Lim and Quah (2004), there is also an increase in the number of VWOs over decades of years being set up, and integration and inclusion are happening in the mainstream schools. Through a speech by Mr Gan Kim Yong, Minister of State, Ministry of Education and Ministry of Manpower from Ministry of Education (2008) said that “58 designated schools with full facilities for the physically disabled, and these schools are geographically spread out across Singapore to make them more accessible”. In my opinion, the process of inclusive education is gradual and needs support from the society to make it happen. Therefore, it is crucial that the attitudes of the society must change to bring about a strong advocacy towards an inclusive society (Lim and Quah, 2004).

References
Lim, L. & Quah, M.M., 2004. Educating learners with diverse abilities. Singapore: McGraw-Hill Education (Asia).

National Council of Social Service, 2009. Disability Services. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/54/51/

Ministry of Community Development, Youths and Sports, 2009. Services and Programmes. Retrieved August 13, 2009 from Ministry of Community Development, Youths and Sports Website: http://app.mcys.gov.sg/web/indv_disability_sercivespro.asp

Ministry of Community Development, Youths and Sports, 2009. Report. Enabling Master Plan Chapter 3: Early Intervention and Education for Children with Special Needs. Retrieved August 12, 2009 from Ministry of Community Development, Youths and Sports Website: http://www.mcys.gov.sg/enablingmasterplan/report/EM_Chapter3.pdf

Ministry of Education, 2008. Speeches: Mr Gan Kim Yong, Minister of State, Ministry of Education and Ministry of Manpower from Ministry of Education. Retrieved August 13, 2009 from Ministry of Education Website: http://www.moe.gov.sg/media/speeches/2005/sp20051110a.htm

Singapore Down Syndrome Association, 2009. What you need to know about Down syndrome. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/35/111/

Singapore Down Syndrome Association, 2009. Adult Services. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/17/79/

Singapore Down Syndrome Association, 2009. Children Services. Retrieved August 12, 2009 from Singapore Down Syndrome Association Website: http://downsyndrome-singapore.org/content/view/18/80

Done by: Poh Jia Yi Bee - Group A