How schools and teachers can best create inclusive classrooms and inclusive pedagogies and support the learning of pupils with dyslexia in Singapore

Shaoqing Zhang

(University of Glasgow, Glasgow, G12 8QQ, Scotland)

Abstract：Singapore has signed the UNCRPD in 2012 and ratified it in 2013 by launching the The Enabling Master Plan 2012-2016 to protect the human right of people with disabilities. Although Singapore has realized that inclusive education is an important part towards social inclusion, it has not enacted any law or policies specifically targeting this area. Children who are recognized as mild disabilities including dyslexia can study in mainstream schools while pupils with moderate and severe disabilities have to go to special schools. Students with mild disabilities can receive extra supports by Allied Educator (Learning and Behavioural Support) inside school and enrolling in Ministry Aided Programmes outside school. This essay analyzes the inclusive pedagogy used in teaching children with dyslexia, their learning experience, and the challenges faced by Singapore inclusive education. Based on the analysis, this essay give suggestions on how to create a more inclusive classroom in Singapore.

Key words：inclusive education；Singapore；children with dyslexia；inclusive pedagogies

1.INTRODUCTION

Singapore has put heavy emphasis on the education so that more intellectuals can be selected to help the development of this country after its independence.[1]Students are divided into three different streams of education from primary schools according to their grades in examinations: the top 10% students are channeled to a Special bilingual stream; the next 30% would be divided to the Express bilingual stream; the rest of students are channeled to the Normal stream who are actually not expected to pursue university studies . This segregation of students has received many criticisms abroad and domestically though the rate of dropouts at the primary and secondary levels has been reduced because of this ‘necessary evil’[1](P.139). Against such a background, discussion about how to support the education for students with disabilities in both special schools and mainstream schools are put forward in Singapore[2].

Since the UN Salamanca Statement (UNESCO) was launched in 1994, the awareness towards the importance of inclusive education has been raised among governments worldwide. More and more policies and practices are implemented under the principle of inclusion, which leads that the number of students with SEN (Special Educational Needs) has witnessed a steady growth over recent years[3]. The case in Singapore is also the same. Children with SEN especially those with mild conditions of ‘learning, emotional, behavioural, sensory and physical disorders’ can be found in nearly every level of the education system although most pupils who have moderate and profound disabilities are in special schools[1](P.140). Singapore joined UNESCO in 2003 and signed the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2012 which[4](P.6)‘seeks to ensure that persons with disabilities have equal rights and freedom as everybody else’ , and Singapore ratified it in 2013[5](P.367)‘in recognition of the need to further promote the human rights of its citizens with disabilities’ .

Singapore has launched The Enabling Master Plan 2012-2016 to implement the UNCRPD. This policy recommends[4](P.11)‘enhancing public education initiatives to promote inclusiveness’. Since then, a number of public education campaigns to raise the awareness about inclusion has been brought about by Voluntary Welfare Organisations (VWOs), National Council of Social Service (NCSS) and other disability agencies in Singapore[4]. Although the inclusive education legislation is still lacking in Singapore,[1](P.148)‘the enthusiasm of the people concerned with the improvement of special educational services is tremendous’ , and ‘educational, and social services for students and persons with disabilities are constantly progressing’[5](P.366). The Ministry of Education (MOE) has started from 2012 to ‘provide more specialised support to students with dyslexia in the mainstream schools’[6]including the MOE-Aided Main Literacy Programme (MLP). This essay firstly introduces this program and related key concepts. Then the learning experience of pupils with dyslexia is discussed and the challenges that pupils with dyslexia face in Singapore are analysed. Finally, suggestions for how to create more inclusive classrooms in Singapore are provided.

2.CONTEXTUALISATION

In Singapore, students with mild SEN can receive supports and provisions in mainstream schools through specialised support programmes and services, teachers trained in Special Needs (TSNs) and Allied Educators (Learning and Behavioural Support) [AEDs (LBS)][6]. As dyslexia is regarded as mild SEN by Ministry of Education, learning support programmes and school-based dyslexia remediation programmes are run by mainstreams schools to provide supports for children who have problem with literacy and numeracy, and pupils could also enrol in MOE-Aided Main Literacy Programme (MLP) at the Dyslexia Association of Singapore (DAS) to seek extra supports.

Dyslexia is defined as[7](P.2146) ‘a(chǎn) specific, unexpected impairment in reading despite adequate intelligence and educational exposure’. According to the DAS[8], ‘dyslexia is a type of specific learning difficulty identifiable as a developmental difficulty of language learning and cognition, which affects the skills involved in accurate and fluent word reading and spelling’ English, as the first language in Singapore, is the medium of instructions for all subjects in schools and therefore the ability to learn English language is of great importance for students, which can enable them to keep pace with the process of the curriculum. The dyslexia remediation programmes aided by MOE aim to help students with dyslexia to reach the same level as their peers[6], so that a more inclusive classroom can be created to foster inclusion in Singapore[3].

The UN[9]has constantly advocated the inclusive education as the key strategy to fulfil Education for All, which can benefit the establishment of social inclusion as the ultimate goal. However, it is hard to give a meaningful definition for inclusion[10]as it has different notions[11](P.65)‘ranging from physical placement in general education classrooms to the transformation of entire educational systems’. According to[12](P.3), social inclusion is ‘the process of improving the terms for individuals and groups to take part in society, and the process of improving the ability, opportunity, and dignity of people, disadvantaged on the basis of their identity, to take part in society’ . In terms of inclusion in the context of education, one of the possible definitions can be[13](P.176):

‘a(chǎn)dapting the mainstream classroom (e.g., modifying instructional strategies and learning tasks) to accommodate the needs of individuals with disabilities and facilitate deeper participation in normal learning activities in order to fulfil their potential as learners’.

Quality inclusive education, according to Singapore’s The Enabling Master Plan 2012-2016, can help children with SEN in their formative years to maximize ‘their potential in independence, gainful employment, lifelong learning, and community integration’ as education in Singapore has always been the cornerstone for individuals to to be[14](P.iii) ‘independent, self-supporting and contributing members of society’. Although there is a general agreement that[15](P.814)‘inclusive education is a process of increasing participation and decreasing exclusion from culture, community and curricula from main schools’, the actual inclusive practice can take various forms at the classroom level. Inclusive practice is what people do to[15](P.814)‘give meaning to the concept of inclusion’ . In order to avoid segregation in the context of schools, inclusive pedagogy is the key to implement effective inclusive practice.[16](P.2)‘Pedagogy is about how teachers teach and how learners learn, and is a fundamental ingredient in any successful inclusive approach’ , without which, there would be no basis for meaningful inclusion.

Pupils who have dyslexia often struggle in learning, especially in writing or reading. There are around 20000 of learners with dyslexia studying at primary and secondary schools in Singapore[17]. Due to Singapore’s diversity in ethnicity and languages, children with dyslexia face a even more challenging linguistic situation in language learning. In such a multilingual society, four official languages are used including English, Mandarin, Malay and Tamil, along with various dialects and community languages while English functions as [18](P.75)‘a(chǎn)n inclusive and ideologically neutral lingua franca’. Therefore, young learners with dyslexia are more confused when they have to[17](P.4)‘treat their mother tongue and English as their dual first languages although each has a distinctive function and probably quite different scripts’ . Research studies suggested that individuals with dyslexia would have an growing risk of low self-concept depression, which might be related to their frequent[19](P.6)‘poor academic performance, feelings of discrimination or rejection by significant others (e.g., peers and teachers), and/or being labeled dyslexic’ . Pupils with dyslexia often perceive themselves to be less valued than those without dyslexia[20].

As is mentioned above, MOE in Singapore has paid more attention to the group of students with dyslexia in recent years and DAS is one of the largest center in Singapore with over 1000 school-age learners with dyslexia participating in their remediation programme. According to the investigation on experience of young dyslexic learners in Singapore, learners overall show[17](P.10) ‘a(chǎn) large degree of positivity towards all aspects of learning’ . This perhaps is because of the efforts made by educational therapists, teachers in both special schools and mainstream schools in Singapore to[17](P.10)‘promote the understanding of dyslexia among learners, their families and in their schools’.

3.ANALYSIS

3.1 ORTON-GILLINGHAM APPROACH AND DIFFERENTIATION

According to[21](P.25) at DAS:

‘MLP offers intervention, taught in accordance to the Orton-Gillingham (OG) principles, which is language based, cognitive, structured, sequential and cumulative, multisensory, diagnostic/prescriptive and emotionally sound. It aims to skill dyslexic students in the areas of phonics/phonemic awareness, reading, comprehension, spelling and writing’.

The Orton-Gillingham principle (OG) is not a method, program or system but an approach in teaching practice which is[22](P.171)‘a(chǎn) systematic, sequential, multisensory synthetic and phonic-based approach to teaching students the basic concepts of reading, spelling and writing’. This approach is often conducted by one to one teacher-students model of instruction. The instructions are tailored for students by evaluating the ongoing diagnostic information and the needs of each student[22]. The language components are taught systematically and cumulatively through OG instructions by trained and qualified teachers, and students are required to master and over-learn the language points before they progress to new components[21]. The lessons and materials are designed by OG practitioners according to students’ level and instructions are given by evaluating individual strengths and weakness.

The Orton-Gillingham teaching approach accords with differentiation in inclusive pedagogy. Differentiation refers to ‘the task of meeting individual educational needs in the social context of providing education for all’, which means that[23]the curriculum need to ‘take individual differences into account’ for all pupils to realize inclusion. According to[24](P.59), differentiation can help ‘increase the scores for students with disabilities, students at-risk for school failure, typical students, and students labelled as gifted and talented’. I think it is true because differentiation is one of the important factor for a good curriculum[23], as individual needs can be met and learner’s abilities can be fully developed by using differentiated instructions.

The principles of OG approach used in the MLP curriculum for children with dyslexia have the same focus as that of differentiation in terms of inclusive classroom, which is on [15](P.820)‘the individual needs of students who have been identified as having disabilities or difficulties in learning’. This pedagogy, I think, can create more space for students with SEN to develop themselves to reach the same level as others. According to[16], the techniques used in differentiated instruction is a subset of Universal Design for Learning (UDL) which is[25](P.791)‘a(chǎn) philosophy, framework, and set of principles for designing and delivering flexible approaches to teaching and learning that address student diversity within the classroom context’. However, what is different between UDL and Differentiated Instruction (DI) is that[16]UDL tries to make the curriculum suitable for all learners while DI provides different students with different strategies according to their personal needs.

[26]Differentiation is based on the theory of Vygotsky’s Zone of Proximal Development (ZPD). ZDP is the gap between learners’ current level that they present alone and what they can achieve potentially with teachers, parents or peers’ help[27]. Each student has different ZPD according to their own condition. The goal of using DI is to find out each child’s actual development stage and to design teaching accordingly so that it is suitable for pupils’ different ZPD and[26](P.3)‘in an ideal situation of differentiation, each pupil would be working in his or her own personal ZPD’. Although inclusive education has been defined differently as I have discussed above, that the core of “being inclusive” still lies in how to include children with diverse needs and abilities in the general classroom[16], but I agree[28]the traditional model of teaching often pays less attention to students’ individual needs and preferences. Differentiation in practice can be implemented in three aspects:[26](P.3) ‘the extent, the depth and the progress rate of studying’. According to[9](P.14) children’s ‘readiness, interests, abilities, motivation and self-esteem’, teachers are able to ‘differentiate the goals, content, teaching methods, materials and tasks, learning environments and assessment’ .

According to the OG principles, while those with dyslexia share similarities, there are differences in their language needs. In addition individuals with dyslexia may possess additional problems that complicate learning. I think teaching can make a good start only if it recognizes the differences among similarities.[29]Differentiation is therefore crucial in building a flexible learning environments for both teachers and learners to better implement inclusive practices in school contexts. Therefore, teaching approaches such as OG approach used in Singapore’s MLP curriculum that adapts differentiation as the pedagogy can make sure every student is paid attention to and not marginalised within the class[15].

3.2 CURRENT POLICIES TOWARDS INCLUSION IN SINGAPORE

Singapore ratified UNCRPD through launching the Enabling Masterplan 2012-2016 in 2013. According to[30](P.10), in order to realize the right of persons with disabilities to education:

‘states parties shall ensure that persons with disabilities receive the support required, within the general education system, to facilitate their effective education; effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion’.

According to[14], strategic leadership with strong and disciplined execution, timely and appropriate placement for the children, quality curriculum and pedagogy and qualified professionals are essential factors in creating inclusive classrooms and integration. Integration is described as[30](P.30) ‘process of placing persons with disabilities in existing mainstream educational institutions, as long as the former can adjust to the standardized requirements of such institutions’. It can be seen that Singapore’s education system is based on integration instead of inclusion because students who are recognized as having mild disabilities including dyslexia can be enrolled in mainstream schools while students with moderate and severe disabilities have to study in special schools. This dual education system actually does not accord with what UNESCO advocates that mainstream schools should accept all children based on the principle of inclusive education. Singapore also fails to meet the requirement of UNCRPD in practice, which is to[5]ensure that every child including those with disabilities are not excluded from the mainstream education system.

In terms of students with dyslexia, according to the policy in Singapore, the integration of students with SEN can be enhanced through a multi-pronged approach including funding and putting in place a structured education support system for students with SEN and studying and addressing the limitations of the Allied Educators Scheme in supporting students with special needs in mainstream schools. Therefore, the MLP held by DAS offers extra supports for pupils with dyslexia in mainstream schools so that they can develop faster in their ZPD and reach the same level as other students.

3.3 THE EXPERIENCE OF YOUNG LEARNERS WITH DYSLEXIA IN SINGAPORE

In terms of the experience of pupils with dyslexia in Singapore,[5]both positive and negative experiences relating to the inclusion are reported by mainstream schools teachers. The teachers and special educators’ attitudes towards inclusion and their willingness to create inclusive environment can be a key factor in deciding to what the extent inclusion can meet the needs of all children in the classroom[31]. According to[31](P.9) teachers in mainstream schools would include children with dyslexia ‘by deliberately creating space within class time to provide additional coaching, breaking down a task, and departing from the curriculum’. And another way to create inclusion is to ‘withdraw pupils for learning support by the AEDs (LBS)’ , which, as one AED described , is a pleasant experience for children with dyslexia because they can learn new skills for spelling and they would be proud to show their classmates how to apply these skills once they are back to class[31].

Although teachers and pupils are working consciously to create a classroom that embraced children with SEN, negative experiences still exist as Singapore is ‘a(chǎn) newcomer to inclusion’[31](P.4). It is believed that[17]dyslexic learners usually have low self-esteem and they might face more barriers and challenges during their learning experience as they sometimes are treated as being different when they receive extra supports. Evidence shows that children with dyslexia often feel deeply humiliated when being asked to read in class because other children might laugh at them, and there are also cases of being ridiculed and bullied because of their reading difficulties[32]. And[32](P.10) because the ability to ‘read to learn’ is so important, the overall educational progress of dyslexic pupils is often hampered with ‘worrying consequences for gaining qualifications and for their life chances’ .Therefore, dyslexia might also lead to children’s poor social, emotional and behaviourial outcomes including anxiety, depression and low self-esteem[33].

3.4 CHALLENGES FOR CREATING INCLUSIVE CLASSROOM IN SINGAPORE

Due to the current status-quo of Singapore, the absence of specific policies on inclusive education is not the only obstacle in the way of building inclusion[34]. According to[34](P.87), there are other societal forces against inclusion existing in Singapore’s educational system: ‘(1) marketization of education system to foster competition, (2) risk-adverse attitudes of schools to perceive inclusion as a negative impact on league tables, and (3) an elite-oriented educational system’. Because Singapore’s only natural resource is[35]its people which are also the key to thriving, the education has been constantly emphasized by the government.Therefore, the standardized national curriculum is considered necessary for Singapore to select top students, which is applied to all students in mainstream schools including those with dyslexia. Although students with dyslexia can receive extra supports in MLP and other programmes, it is still a big challenge for them to follow the same requirements of the standardized national curriculum as other students.

Most secondary schools in Singapore are driven by assessments and they[35](P.180) ‘traditionally have 35 to 40 students in a class with one teacher’ .This means that teachers can hardly take care of every students in each class, let alone to design specific instructions targeting pupils with dyslexia. Therefore, if the national curriculum design can follow the principle of UDL, it might have more benefits on creating inclusive classroom. UDL can provide ‘multiple means of engagement, multiple means of representation and multiple means of action and expression’, and it is also[16](P.4)‘flexible and adaptable to local classroom contexts’.[16]The UDL model can offer a process during which different needs of different learners might be met in a single classroom, which is not only suitable for students with dyslexia, but for all students who are talented in certain aspects as well as those who may still need more improvements.

The challenge for realizing a more inclusive model in Singapore is the lack of experienced special education teachers in mainstream schools. Most primary and secondary schools only have one Allied Educator or specialist who takes the role of supporting students with mild SEN studying in mainstream schools by[35](P.187)‘in-class support, individual or small group intervention, transition support as well as case management’ . It can be seen that the responsibilities of AEDs are heavy, and[36]the fact is that most of these teachers only receive one-year training for a diploma of special education with no practical experience of teaching before they enter mainstream schools. And because mainstream teachers receive insufficient training on this aspect, the AEDs have to take the heaviest burdens regarding children with mild SEN in schools[5]. This means that children with dyslexia are highly unlikely to be taken thorough care of both physically and mentally, and the teacher training system in Singapore also is unable to afford a considerable number of students with SEN to enter mainstream schools.

4.CONCLUSION

By analyzing the current situation and challenges in Singapore’s education towards pupils with dyslexia above, some suggestions can be made to help Singapore create a more inclusive classroom in mainstream schools. From the policy and institution level, the dual education system of Singapore actually deepens the segregation among students ,[37]which is against the principle of inclusion. Therefore, the education system needs to be restructured so that students with SEN can all be accepted in mainstream schools and receive proper supports. Secondly, the curricular design needs to be more flexible for teachers and students. The standardized national curriculum and assessment in Singapore’s mainstream schools put extra burdens on0 those with dyslexia or other mild SEN, because these children need more time and more supports in class to achieve the same level as others.[36](P.35) What “inclusive” means can be ‘debatable’ when students with SEN cannot receive daily supports from practice and pedagogy in class in a system based on ‘high-stakes examinations’. Thirdly, the teacher training for special education in mainstream schools needs to be strengthened. Although there are some pre-service training for teachers in mainstream school, it is still hard for them to provide[36](P.35) ‘the academic and learning supports’ for students with SEN who want to succeed in mainstream schools when facing such a large size class. Also the number of AED per school is too small to offer supports for both teachers and students. And these educators indicate that they can provide more help to students with disabilities and[35](P.187) ‘translate the theoretical foundations into practice’ if they can be trained in more comprehensive education programme.

In conclusion, Singapore has long way to go towards inclusion. The education in Singapore has been considered as world leader due to the fact that students from Singapore continually achieve high scores in mathematics, science and language, but the dual education system is undoubtedly impeding its progress on inclusive education. For pupils with dyslexia, both inside and outside schools supports have been provided by MOE aided programmes and AEDs. Differentiation which is used in MLP as inclusive pedagogy works effectively because the number of students is small compared with that in normal classes. However, in terms of large size classes in mainstreams schools, it still needs improvements on how to give proper instructions to different students. Therefore, the policies and curricular regarding this aspect need to be launched to help students with various needs so that a more inclusive classroom can be created in Singapore.

5. ACKNOWLEDGMENT

The authors wish to thank my parents who have given me wonderful support during my writing.