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Hopes and dreams
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Type
Book chapter
Citation
Lyen, K., Chang, F. A., Manoj Pathnapuram, Tan, S. W., & Poon, K. (2022). Hopes and dreams. In K. Poon, S. W. Tan, F. A. Chang, Manoj Pathnapuram, & K. Lyen (Eds.), Rainbow dreams: 35 years of empowering children with autism and other developmental challenges (pp. 259-261). World Scientific. https://doi.org/10.1142/9789811264887_0023
Abstract
Singapore has come a long way in the setting up of early intervention, special education as well as other specialised programmes and services to support and care for autistic and developmentally challenged individuals. The Rainbow Centre has played a significant role in these areas since its establishment in 1987. Starting with a special school to serve students with multiple disabilities, it now caters to a wide range of developmental challenges and individuals on the autism spectrum. It has grown to encompass three schools, two early intervention programmes, two special student care centres, a training and consultancy centre. It provides speech therapy, music therapy, physiotherapy, occupational therapy, psychology and social work assistance, and it supports and trains caregivers. Our staff and board members contribute to planning committees of government ministries of Health, Education, Social and Community Development; and National Council of Social Service, as well as providing support in the setting up of other schools for these children and adults locally and across Asia. Here are some of our hopes and dreams for the future:
(a) Towards a Good Life Our goal is to build good lives, lives that are empowered and thriving. Using the World Health Organization's definition of Quality of Life, we developed our Good Life Framework in 2019. Six domains have been identified, including: being safe, independent, healthy, connected, engaged, as well as being included and heard. Harnessing these principles, our interactions and dialogues with students and families have strengthened as they are better empowered to articulate their worries and aspirations.
(b) Early detection is key With greater awareness and professionalisation of early intervention services, demand has been increasing grow as the number of children diagnosed with special needs rises. While the sector has made considerable strides over the past decades, we must continue to encourage families to be more open to intervention, so their children receive the help they need at an early stage.
(c) Amplifying the use of assistive technology With more general awareness about the benefits of assistive technology, we believe that social service professionals, educators and caregivers must have knowledge and practice of how to use these technologies and innovative solutions, so that their children will be able to live more independently and participate more fully in school and outside of school. This means building their own knowledge of using the communication apps and devices, being more empathetic towards their child's speed of building his or her abilities to respond and adapt to new forms of communication, and collaborating with the various professionals working around the child.
(d) Making work possible One area that has been challenging for young adults with autism and other developmental disabilities is to find and sustain employment. We have to make work possible for those we serve by educating employers on disability awareness, job support and accessibility efforts. More importantly, we must demonstrate the creation of new models of work—like microjobs—which will enable them to contribute meaningfully to society and spend their time productively after graduation. More effort must also be made to develop the talents of those who are inclined in the area of arts, music, sports or other fields of interest, so they can fulfil their potential.
(e) Supporting caregivers' emotional and mental well-being Caregivers are the ultimate case manager of their child's development. We have to create more opportunities for coaching of families so that they can engage and connect with their developmentally challenged children meaningfully and functionally at home and in the community. Children often behave differently in different settings, and it can be difficult for caregivers to cope with the challenges. One must not forget that looking after them can place considerable stress not only on these individuals but also on other family members. We must create more channels of empowerment for caregivers systematically, enabling them to build resilience for the journey and become advocates, so that they in turn can confidently support others and become a rich resource for professionals.
(f) Advocating for a more inclusive society Social inclusion and participation in authentic communities are critical to a good quality of life for persons with disabilities. Over the years, we have stepped up efforts to model, partner and train individuals and organisations to influence everyone's understanding of inclusion. At the heart of it, inclusion requires taking action to enable people with disabilities to feel valued and welcome. Inclusivity is a universal philosophy where we do not discriminate anyone according to their ability, gender, race, and beliefs. We are all part of the human family, and we should look after each other to our very best.
Date Issued
2022
ISBN
9789811264870 (print)
9789811264894 (online)
Publisher
World Scientific