An Inclusion Initiative in Singapore for Preschool Children with Special Needs

Autor/inn/en	Yeo, Lay See; Neihart, Maureen; Tang, Hui Nee; Chong, Wan Har; Huan, Vivien S.
Titel	An Inclusion Initiative in Singapore for Preschool Children with Special Needs
Quelle	In: Asia Pacific Journal of Education, 31 (2011) 2, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Learning Disabilities; Preschool Children; Foreign Countries; Special Needs Students; Inclusion; Mainstreaming; Qualitative Research; Interviews; Cooperation; Interpersonal Communication; Barriers; Teacher Competencies; Delivery Systems; Regular and Special Education Relationship; Attitude Measures; Teacher Attitudes; Parent Attitudes; Administrator Attitudes; Singapore + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Sonderpädagogischer Förderbedarf; Inklusion; Qualitative Forschung; Interviewing; Interviewtechnik; Co-operation; Kooperation; Interpersonale Kommunikation; Lehrkunst; Auslieferung; Lehrerverhalten; Elternverhalten; Singapur
Abstract	This paper describes a preschool inclusion initiative in Singapore, which currently has no mandate for integrating children with special needs in mainstream schools. This very small-scale qualitative study involving children with mild learning disabilities discusses a therapy outreach programme by a local children's hospital. It explores the supports and challenges of this experience based on interviews with therapists, teachers, principals, and parents. Facilitators of inclusion included communication, collaboration, availability of training and resources, and a readiness for inclusion. Barriers to inclusion included person-related hindrances, structural obstacles, gaps in programme delivery, and limited specialized training and resources. We learned that in the absence of mandatory provisions for inclusion, children with special needs can be supported in regular education when there is "buy in" for early inclusion and intervention amongst key stakeholders. Practical strategies toward this end are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10