Factors Determining Requirement of Shadow Teacher or In-class Support Aide for Students and Financial Assistance for Lower-income Families
Ministry of EducationSpeakers
Summary
This question concerns the criteria for shadow teachers and financial assistance for lower-income families, as raised by MP Dr Charlene Chen. Minister for National Development Desmond Lee stated that mainstream schools provide needs-based support such as the TRANSIT programme, with "Transition Aide Support" serving as an interim, time-bound measure for exceptional cases to help students build independence. He clarified that students needing prolonged support are better placed in Special Education schools, while aides must collaborate with teachers to facilitate classroom participation. For families unable to afford private aides, schools offer alternative support through Special Educational Needs Officers who provide in-class or pull-out interventions.
Transcript
51 Dr Charlene Chen asked the Minister for Education (a) how schools determine when a student requires a shadow teacher or in-class support aide; (b) what is the role and scope of such support; and (c) how schools support students from lower-income families where engaging a privately funded shadow teacher may not be feasible.
Mr Desmond Lee: In mainstream schools, students receive developmentally appropriate support based on their needs, regardless of whether they have a formal diagnosis. This includes targeted programmes and interventions, such as TRANsition Support for InTegration (TRANSIT) offered in primary schools.
In exceptional cases where a student shows significant difficulties in adapting to their learning environment even with school support, parents may choose to engage a transition aide in consultation with the school to provide in-class assistance as interim support, which the Ministry of Education refers to as Transition Aide Support.
Transition Aide Support is a planned, time-bound process with defined targets and roles that helps students develop skills and work habits, adjust to new routines in mainstream learning environments and build independence during specific transition periods. The aide must work closely with teachers to enable the student to participate in the main classroom activities. We do not support the engagement of transition aides for extended periods of time, as students who need such prolonged support will be more appropriately placed and supported in Special Education schools.
For families who are unable to engage a transition aide, their children will receive school-based support and other additional measures as necessary, including in-class or pull-out support by Special Educational Needs Officers.