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Inclusive education in Singapore primary school classrooms
Citation
Yeo, L. S., Neihart, M., Chong, W. H., & Huan, V. (2013). Inclusive education in Singapore primary school classrooms (Research Brief No. 13-009). National Institute of Education (Singapore). https://hdl.handle.net/10497/15002
Abstract
The study aims to provide an insider perspective of inclusion in Singapore primary schools. Two hundred educators were interviewed about their perceptions and experiences of inclusion. Findings shed light on the definition and implementation of inclusion, teachers’ personal experience, perceived barriers to and facilitators of to inclusion, and its advantages and disadvantages. Inclusion as currently practised in Singapore is an integration pull-out model. Teachers shared slightly more negative than positive experiences and provided valuable insights into the challenges and rewards of inclusion. Teacher attitude, a critical factor for successful inclusion, is related to perceived school support. More than training, teachers need to experience success. There are implications for school leadership, training, class allocation for special needs, and assessment.
Date Issued
2013
Series
Research Brief; 13-009
Description
This brief was based on the project OER 08/09 YLS: Inclusive Education in Singapore Primary School Classrooms.