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Development support programme : exploring implementation issues and challenges of learning support educators in Singapore
Author
Lim, Eunice Yi Yin
Supervisor
Mardiana Abu Bakar
Abstract
In 2012, the Development Support Programme (DSP) began to provide in- class learning support for children with learning needs in the mainstream preschool classrooms. Despite the significance in the work of DSP, only one research study on a similar learning support programme has been done. This study used a collective case study approach involving three Learning Support Educators (LSEds) to examine the issues they face when implementing DSP. From these issues, factors facilitating the implementation process are then explored.
The study revealed that the successful implementation of DSP depends on the interactions between the centre’s leadership, support from teachers and parents, and capacities of the LSEds. Sub-factors affecting the first two factors include open mindsets towards the programme and strong collaboration amongst the various stakeholders. LSEds should also possess strong knowledge of child development, be resourceful and flexible in coming up with suitable activities for each child’s needs and have strong interpersonal skills to communicate and develop positive relationships with the children, leaders, teachers and parents.
However, it was also found that the structure of the DSP packages hampers its implementation by making it less flexible and child-centered. This curriculum issue is further aggravated by the fact that LSEds do not view their work as being curriculumrelated. This may have further repercussions on the implementation when the LSEds do not see the autonomy and work of the enacted curriculum that they are doing with each individual child.
The study revealed that the successful implementation of DSP depends on the interactions between the centre’s leadership, support from teachers and parents, and capacities of the LSEds. Sub-factors affecting the first two factors include open mindsets towards the programme and strong collaboration amongst the various stakeholders. LSEds should also possess strong knowledge of child development, be resourceful and flexible in coming up with suitable activities for each child’s needs and have strong interpersonal skills to communicate and develop positive relationships with the children, leaders, teachers and parents.
However, it was also found that the structure of the DSP packages hampers its implementation by making it less flexible and child-centered. This curriculum issue is further aggravated by the fact that LSEds do not view their work as being curriculumrelated. This may have further repercussions on the implementation when the LSEds do not see the autonomy and work of the enacted curriculum that they are doing with each individual child.
Date Issued
2018
Call Number
LC1203.S55 Lim
Date Submitted
2018