Yeo, Lay See

Teachers’ positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers’ first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers’ positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils’ progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers’ attitudes towards inclusion were highlighted.

This study examines the influence of both student and teacher perception of the student-teacher relationship on student's attitude towards teachers and school. It also seeks to explore any gender differences in the perception of teacher-student relationship between male and female adolescents. A sample of 1,266 students (541 girls and 725 boys) from six different middle schools in Singapore participated in this study. Findings indicated that gender differences were observed for certain dimensions in the teacher-student relationship predicting their attitude towards teachers and school. Possible explanations for the obtained results were suggested and implications of the findings were also discussed.

As a developed country, Singapore’s development towards greater inclusiveness in schools has increased in recent years, yet the experiences and perspectives of school life of young people with moderate to severe physical disabilities are very much a mystery to those around them. The focus of this study is to explore the experiences of students with physical disabilities who are enrolled in a mainstream school. The study aimed to explore the impact of inclusive practices on the overall wellbeing of students through a comparative case study design, using multiple data sources to identify unique attributes. The study revealed various resources available to students and how these resources might affect their well-being against multiple challenges that they had owing to their respective disabilities. Their experiences, feelings and thoughts elucidated noteworthy variations because they were unique individuals from different demographics and had different worldviews, interests, and habits. Correspondingly, this study revealed that intrapersonal traits also played a role in adding to the students’ resources or challenges. The evidence from this study provides value to different stakeholders to help them understand the school experiences of students with moderate to severe physical disabilities. The mainstream schools which provide inclusive educational services to students with disabilities may be encouraged to are-examine the accessibility of their teaching services, school facilities and curriculum to better cater to students with moderate to severe disabilities.

This paper offers the perspective of a group of Primary One children in Singapore on their transition from preschool to formal schooling. It examines their impressions of school expectations, adjustments in daily routine, and the best and worst aspects of school. Data obtained from a structured interview indicates that children regard school as a positive experience. Almost all had made new friends and enjoyed the larger school building and facilities. They held a very serious view of schooling, where learning held centre-stage and play took a back seat. They registered a positive view of themselves as learners. Many were concerned about school rules. Whereas the majority did not indicate anxieties about school, some expressed worries that pertained mostly to being reprimanded by teachers, the principal, and vice-principal. Implications for best practices in school transition are discussed.

This study comprised two parts. The first was part of a study at the Dyslexia Association of Singapore to monitor the progress of students undergoing literacy intervention with an enhanced reading comprehension curriculum. The reading comprehension performance of primary school students with dyslexia (n = 42) was monitored at three time-points (Time 1: baseline, Time 2: pre-enhanced curriculum and Time 3: post-enhanced curriculum) over the course of two years. Analysis of variance revealed significant improvement in reading comprehension performance from Time 1 to Time 2 and Time 1 to Time 3, but no significant difference between Time 2 and Time 3. Significant improvements were observed only in students with weaker verbal ability from Time 1 to Time 2 whereas students with stronger verbal ability showed no significant changes in reading comprehension performance over time. The second part of the study explored the ability of cognitive factors, namely verbal ability, non-verbal ability, phonological awareness, working memory and rapid naming ability, to predict concurrent (n = 31) and future reading comprehension performance at the end of one (n = 48) and two years (n = 44). There were neither significant correlations between rapid naming ability and reading comprehension performance at any of the time-points, nor between phonological awareness and future reading comprehension performance after one and two years. Verbal ability was a consistent and significant predictor of reading comprehension at the three time-points. Phonological awareness significantly correlated with concurrent reading comprehension performance but did not significantly predict it. Non-verbal ability and working memory significantly correlated with reading comprehension at all time-points but were not significant predictors of reading comprehension across time. Implications and future considerations for reading comprehension intervention were discussed, and theoretical implications with regard to the Simple View of Reading were considered as well.

The study aims to provide an insider perspective of inclusion in Singapore primary schools. Two hundred educators were interviewed about their perceptions and experiences of inclusion. Findings shed light on the definition and implementation of inclusion, teachers’ personal experience, perceived barriers to and facilitators of to inclusion, and its advantages and disadvantages. Inclusion as currently practised in Singapore is an integration pull-out model. Teachers shared slightly more negative than positive experiences and provided valuable insights into the challenges and rewards of inclusion. Teacher attitude, a critical factor for successful inclusion, is related to perceived school support. More than training, teachers need to experience success. There are implications for school leadership, training, class allocation for special needs, and assessment.

Character, citizenship, and values are areas of education that have received increasing attention in the international community. This is also the case for Singapore (Lee, 2012) with an education system guided by the student-centric, values-driven philosophy (Ministry of Education [MOE], 2011, 2012). In his speech at the 2011 MOE Work Plan Seminar, Singapore’s Minister for Education at that time, Mr. Heng Swee Keat, highlighted, “We need to develop our children holistically, in all aspects – moral, cognitive, physical, social and aesthetic or what is termed in Chinese as 德智体群美 (de zhi ti qun mei)” (MOE, 2011, para. 16) and that, “… between academic achievement and values, it must not be “either/or”. We should strive to achieve both” (MOE, 2011, para. 53).
An important out-of-classroom experience recognised to play an important role in holistic development, character building, and 21st century skills and competencies is co-curricular activities (CCAs; Chong-Mok, 2010; MOE, 2010, 2011; Schwarz & Stolow, 2006). In Singapore, CCAs are an integral part of school curriculum and proposed to offer an authentic platform for (a) development of moral values, (b) acquisition and practice of soft skills, (c) social integration of children from differing backgrounds and ethnicities, (d) provision of safe learning environment, (e) opportunities for character and leadership development, and (f) lifelong pursuit of interests and greater outward expression (Chong-Mok, 2010; MOE, 2011). While participation in CCAs during primary education is not compulsory, CCAs are emphasized in secondary schools and categorized into Core (or Main) and Merit (or Secondary/Optional) CCAs. Core CCAs are mandatory for all students, whereas Merit CCAs are offered as an option for students with an interest in a particular CCA area. In both primary and secondary levels, the range of CCAs offered is categorized into four major groups: Physical Sports, Uniformed Groups, Visual and Performing Arts, and Clubs and Societies. With the increased investment in CCAs in Singapore schools (MOE, 2011, 2012), there is a priority to examine the potential impacts of CCAs on the holistic development of Singaporean students. This study was a timely response to this call.

Studies on activities to ease children’s transition to school have been conducted in Australia, New Zealand, Europe and the United States during the last 20 years (e.g., Dunlop & Fabian, 2003; Fabian & Dunlop, 2002; Kagan & Newman, 1998; Perry, Dockett, & Howard, 2000; Richardson, 1997). There has, however, been very little published research on this topic in Singapore except for two preschool studies reported by Clarke and Sharpe (2003). The purpose of the present study was to identify factors relating to successful transition to school in Singapore and to develop procedures and materials to support this process. The study was conducted in two phases, with two cohorts of Primary One (P1) students. Quantitative and qualitative data were collected via observations, questionnaires, focus group discussions, individual interviews with the pupils, their parents and teachers, and end-of-year school assessment results. Very few children experienced difficulties settling into school. The parents in the second cohort expressed fewer concerns about insufficient communication with teachers, suggesting that the new initiatives to increase two-way home-school communication had been effective. Parents and children were also very happy with the use of P5 buddies during the first week in school.