Yeo, Lay See

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 program 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.