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Wong, Meng Ee
- PublicationOpen AccessSupporting inclusive education: Negotiating home-school partnership in SingaporeWhile there has been growing theoretical and policy interest in the areas of home-school partnership and inclusive education, relatively little work has linked the two fields. Where there have been studies, these have focused primarily on parent or school perspective. With inclusive education in its nascent stage in Singapore, this study examines the different roles emerging from home and school as well as factors underpinning this partnership. Data was drawn from interviews with 13 parents and 30 school staff. Our findings indicate that home-school partnership is a work in progress that is continually subject to home and school dynamics. The expectations and perceptions of parents and educators must be taken into consideration if the partnership is to succeed and sustain. Support from the wider community creates a synergy which reinforces home-school partnership and increases the visibility of children with disabilities by turning a private concern into a shared societal issue.
914 2148 - PublicationMetadata onlyFactors associated with staff perceptions towards inclusive education in SingaporeIn this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues.
121 - PublicationOpen AccessSchool, family and other influences on assistive technology use: Access and challenges for students with visual impairment in SingaporeAssistive technologies are necessary enablers for individuals with visual impairments. For a technologically-advanced country such as Singapore, students with visual impairments are not fully participating in this technological society. This study investigates the barriers and challenges to the use of assistive technologies with students with visual impairments in Singapore from a special school context. Findings reveal limited content knowledge amongst teachers in assistive technology resulting in inconsistencies and inadequacies in delivery of instruction. Students also display mixed range of abilities from little to basic knowledge. Where formal channels fail to impart knowledge, family and external influences feature as important contributors to skill acquisition in assistive technology. Yet family are not always knowledgeable on issues of technology and accessibility. Evidence highlight an urgent need to equip teachers with training in assistive technology as well as strengthening collaboration between school and stakeholders.
WOS© Citations 19Scopus© Citations 36 202 1779 - PublicationMetadata onlyEmergency remote learning for children with disabilities during the pandemic: Navigating parental roles and supports
The 2020 COVID-19 pandemic resulted in worldwide school closures, moving children’s education to the home setting, with parents taking over the responsibility of supporting their child’s learning while managing other aspects of living with the pandemic. The impact of emergency remote learning has increased significance for children with disabilities who, abruptly, no longer had access to the specialized instruction and expertise of educators and service providers in the school setting. Employing an ecological systems framework, this study sought to examine the impact of emergency remote learning on the families of school-aged children with a range of disabilities in Singapore. Semi-structured interviews were conducted with 42 parents of children with disabilities from primary and special schools. Findings revealed parents took on multiple roles while balancing several responsibilities in supporting their child’s emergency remote learning, with the additional or intensified demands heightening challenges. Several factors were found to either facilitate or challenge parents’ ability to engage in supporting their child’s emergency remote learning such as flexibility in meeting schoolwork deadlines, having regular check-ins with the child and family, technological familiarity, and, at a macro-level, having supportive employers. Implications for practice and policy include the need to equip students with technology and self-management skills, providing more coordinated supports for students and their families across government and educational bodies to reduce learning loss while alleviating pressure on parents.
Scopus© Citations 1 43 - PublicationOpen AccessSupport for students with visual impairment in higher education in Singapore: Considering university publicity materials conveying disability services and supportThis paper explores online resources in Singapore that reflect the current state of support in higher education for students with visual impairment. In the six institutions of higher education there was evidence of support being provided for students with disabilities ― but the type and extent of support was variable, and messages conveyed to students were mixed. Provisions tend to be generic in nature, and do not necessarily address needs related to specific disabilities. If students with disabilities are to participate in higher education, clearer communication is necessary to enable them to make informed choices with confidence. Information needs to confirm that they will have the requisite support to afford them the opportunities associated with the university experience.
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Scopus© Citations 3 147 - PublicationOpen AccessPerspectives of stakeholders on youth with intellectual disabilities transitioning to adulthood.(National Institute of Education (Singapore), 2019)
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Scopus© Citations 2 201 - PublicationEmbargoNever the twain shall meet? Considering an inclusive meritocracy in SingaporeThe concept of meritocracy stands as a fundamental ethos within the governance and educational paradigms in Singapore. This principle, notwithstanding its intrinsic paradoxes – most notably, the juxtaposition of egalitarian ideals against elitist practices – remains steadfastly upheld, with no indications of waning in the foreseeable future. A pertinent issue arising from this meritocratic orientation is the integration of students with special educational needs (SEN) into a system deeply ingrained with meritocratic values, especially considering the obstacles they face regarding accessibility, resource allocation, and prevailing societal attitudes towards disability. This study does not propose dismantling meritocratic frameworks; instead, it proposes the adoption of an inclusive meritocratic model. By exploring how meritocracy and inclusive education have manifested in Singapore, this paper delves into three critical barriers – namely, academic tracking, elitism, and the influence of parentocracy – that concurrently undermine the principles of meritocracy and the ethos of inclusive education. Utilizing Bronfenbrenner’s ecological systems theory as a methodological lens, this paper elucidates the complex interplay among these barriers and their compounded effects across different systemic levels. With a nuanced understanding of the challenges, the paper offers several recommendations for cultivating an inclusive meritocratic system.
38 5 - PublicationOpen AccessAssistive technology use amongst students with visual impairments and their teachers: Barriers and challenges in special education(2012)
; Cohen, Libby G.Assistive technologies (AT) enable individuals who are visually impaired to read and write, access information and enhance communication. This study investigated the use of AT by students with visual impairments and their teachers in a special school. While teachers unequivocally recognized the benefits of AT, there were significant gaps and disconnections in AT knowledge and skills amongst teachers. For students, a majority were not using nor had much knowledge of AT. While the school had made some efforts to introduce AT, the experience of students was limited as inconsistencies in use of and access to AT were dependent on teachers' skills and the availability of equipment. Parents, siblings, friends and peers, and other social networks emerged as important sources of influence.846 1124