Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24029
Title: 
Authors: 
Keywords: 
Inclusion
Early intervention
Special educational needs
SPED
Singapore
Issue Date: 
2022
Citation: 
Poon, K. K. (2022). Inclusive education for children with special educational needs in Singapore schools. In Y.-J. Lee (Ed.), Education in Singapore: People-making and nation-building (pp. 33-47). Springer. https://doi.org/10.1007/978-981-16-9982-5_3
Abstract: 
Inclusive education is commonly described as a set of values, principles, and practices that seeks meaningful, effective, and quality education for all students (UN Committee on the Rights of the Child (UNCRC, 2006). General Comment, 9, CRC/C/GC/9 Retrieved from http://www.csie.org.uk/inclusion/GeneralComment9_Sept2006.pdf). When considered within the context of children with special educational needs (SEN), which is the focus of this chapter, educational inclusion is also commonly regarded as the education of children with SEN alongside their peers. As the earlier discussion implies, inclusion is a value-laden and complex construct. What is inclusive education and how are children with SEN in Singapore included? In this chapter, aspects of this complex construct will be examined. Likewise, the concept of SEN will also be defined. Finally, the extent of inclusiveness in Singapore schools will be discussed across the preschool, primary, and secondary levels. It will be argued that the differing contexts of these educational environments impact upon the extent to which children with SEN may be responsibly included. Finally, reflecting upon international research and the nuances of the Singapore context, considerations for educational inclusion in Singapore will be discussed.
Description: 
The published version is available at: https://doi.org/10.1007/978-981-16-9982-5_3
URI: 
ISBN: 
9789811699825 (online)
9789811699818 (print)
DOI: 
File Permission: 
None
File Availability: 
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Appears in Collections:Book Chapters

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