Creating More Inclusive Environments in Public Schools Beyond Special Education Schools
Ministry of EducationSpeakers
Summary
This question concerns Mr Christopher de Souza’s inquiry on fostering inclusive environments in public schools for special needs children to learn and play alongside their peers. Minister for Education Chan Chun Sing highlighted the Satellite Partnerships initiative, which facilitates joint activities in Co-Curricular Activities, camps, and shared academic learning between mainstream and special education schools. He cited facility sharing at Fernvale Primary and inclusive programs like the Singapore Youth Festival as key platforms for interaction. These initiatives help mainstream students develop empathy and diversity awareness while allowing special education students to participate more actively in the community. The Ministry of Education will continue nurturing these partnerships to ensure all students can learn and grow together in a supportive environment.
Transcript
3 Mr Christopher de Souza asked the Minister for Education whether more inclusive environments can be created in public schools beyond special education schools to allow special needs children to play and learn alongside other children, but also cater to their specialised needs.
Mr Chan Chun Sing: Both mainstream and SPED school students are provided with opportunities to enjoy purposeful and meaningful interaction through Satellite Partnerships. Under the Satellite Partnerships initiative, SPED and mainstream school students interact through joint activities in Values-in-Action, CCA and camps. For example, students in Canossian School join their mainstream peers in Canossa Catholic Primary School for academic learning. Prior to the COVID-19 pandemic, Fernvale Primary School extended the use of their school canteen and library to students from MINDS - Fernvale Gardens School. These meaningful experiences provided opportunities for students from partner schools to interact and relate with each other. Even with the pandemic, schools kept partnerships going through online interactions.
Pre-pandemic, partner organisations also leveraged arts and sports to build inclusivity. These included National School Games, Singapore Youth Festival Arts Presentation, National Day Parade, MOE-OBS Inclusive Sailing programme and the Play Inclusive campaign, organised by SportCares and Special Olympics Singapore in partnership with MOE. Despite the disruptions brought about by the pandemic, some of these activities, like the Singapore Youth Festival and Play Inclusive, have continued online.
These purposeful and meaningful interactions have offered students in mainstream schools the context to appreciate how their SPED peers are differently abled and develop values such as patience and kindness. SPED schools also gain greater access to and opportunities to take part in activities alongside, and to interact with, mainstream peers. These activities support SPED schools in developing students who are active in community and valued in society. Both groups of students come to appreciate diversity and develop empathy.
MOE will continually work with mainstream and SPED schools to nurture these partnerships so that students in Singapore can continue to learn and grow together.