Options
Parental perceptions of learning support services in Singapore
Author
Lim, Cindy Yu-Yin
Supervisor
Tzuo, Pei-Wen
Abstract
In May 2013, the Society of the Physically Disabled (SPA), Singapore reported that approximately 2,000 children in Singapore are at risk of mild developmental delays. These delays are in relation to the areas of speech and language difficulties, learning and literacy difficulties and behavioural issues. The Ministry of Social and Family Development (MSF) believes that if these children are provided with early intervention within their usual learning environment, it can help alleviate some of their learning challenges.
Despite reports of the effectiveness of learning support services in Singapore, many parents are still reluctant to place their children in such programmes in spite of their children being either suspected of or have been diagnosed with a learning disability. This study aims to answer the following research questions:
● What are the parental perceptions of the nature and availability of learning support services in Singapore?
● What are parents' concerns about receiving learning support services despite knowing their benefits?
It was at first hypothesized that perhaps the fear of stigmatization might have prevented parents from placing their children in learning support services despite being aware of their benefits. They might worry that their children might be perceived in a negative light for being different from their non-learning disabled peers.
On the contrary, the results of the study show that the fear of stigmatization is not the principal factor in the parents' decision-making process. Instead, many parents have misconstrued perceptions of what learning support services in Singapore are about. In a highly meritocratic society like Singapore's, foremost on all parents' minds are the academic grades of their children. This is because despite having learning disabilities, these children are still expected to sit for the same examinations as their peers. Hence, the pressure of performing well in the examinations is ever present and parents expect learning support services to function like a supplementary class that will help to bridge the gap between their children's poor academic performance and that of their peers. However, as these services are meant to be therapeutic and not academic in nature, such academic gaps will still exist. With such a gross misunderstanding of the nature of learning support services, it is no wonder that parents deem such services as ineffective.
Another factor that might prevent parents from sending their children for learning support services is that of the accessibility of such services. Parents have lamented that although such services may be available at a subsidised rate in the hospitals, the waiting list is very long and the timings are very inflexible. On the other hand, privately-run centres, although having more time slots, charge exorbitant fees.
Learning support for children with learning disabilities is a long and slow process. It is not something that can be achieved overnight. These conditions will probably continue to affect the children later in life, maybe even till adulthood. As such, it is imperative that such children receive these services so as to better equip them with the right tools to effectively function in their day-to-day activities.
Despite reports of the effectiveness of learning support services in Singapore, many parents are still reluctant to place their children in such programmes in spite of their children being either suspected of or have been diagnosed with a learning disability. This study aims to answer the following research questions:
● What are the parental perceptions of the nature and availability of learning support services in Singapore?
● What are parents' concerns about receiving learning support services despite knowing their benefits?
It was at first hypothesized that perhaps the fear of stigmatization might have prevented parents from placing their children in learning support services despite being aware of their benefits. They might worry that their children might be perceived in a negative light for being different from their non-learning disabled peers.
On the contrary, the results of the study show that the fear of stigmatization is not the principal factor in the parents' decision-making process. Instead, many parents have misconstrued perceptions of what learning support services in Singapore are about. In a highly meritocratic society like Singapore's, foremost on all parents' minds are the academic grades of their children. This is because despite having learning disabilities, these children are still expected to sit for the same examinations as their peers. Hence, the pressure of performing well in the examinations is ever present and parents expect learning support services to function like a supplementary class that will help to bridge the gap between their children's poor academic performance and that of their peers. However, as these services are meant to be therapeutic and not academic in nature, such academic gaps will still exist. With such a gross misunderstanding of the nature of learning support services, it is no wonder that parents deem such services as ineffective.
Another factor that might prevent parents from sending their children for learning support services is that of the accessibility of such services. Parents have lamented that although such services may be available at a subsidised rate in the hospitals, the waiting list is very long and the timings are very inflexible. On the other hand, privately-run centres, although having more time slots, charge exorbitant fees.
Learning support for children with learning disabilities is a long and slow process. It is not something that can be achieved overnight. These conditions will probably continue to affect the children later in life, maybe even till adulthood. As such, it is imperative that such children receive these services so as to better equip them with the right tools to effectively function in their day-to-day activities.
Date Issued
2015
Call Number
LB1048.5 Lim
Date Submitted
2015