Special Education: Education Path

Education Landscape
Educational Pathways for Children with Special Needs
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Educational Pathways for Children with Sensory Impairment

Children with sensory-impairment who are able to access mainstream curriculum, sit for the Primary School Leaving Examination (PSLE). If successful, they leave SPED schools to continue their education in mainstream secondary schools. These students attend regular classes in mainstream secondary schools and follow the mainstream curriculum.

Currently there are 8 designated secondary schools for sensory impaired students who need specialised support. The schools are listed in the table below:

Disability Designated Schools
Hearing-impairment
(communicating using Total Communication)
Balestier Hill Secondary
Boon Lay Secondary
Hearing-impairment
(communicating using Natural Auditory Oral approach)
Outram Secondary (from 2011)
St Anthony’s Canossian Secondary (from 2011)
Visual-Impairment Ahmad Ibrahim Secondary
Bedok South Secondary
Clementi Woods Secondary
Dunearn Secondary

The designated schools have additional support including resource teachers to help the hearing-impaired and visually-impaired pupils to cope with the curriculum. MOE provides assistive devices, e.g. FM equipment, Braille Notebook Computers and talking calculators for these pupils.

Educational Pathways for Pupils with Intellectual Disability

Pupils with intellectual disability, who meet the eligibility criteria, will undergo a vocational education programme resulting in national vocational certification such as ITE Skills Certificate (ISC) and WDA Workforce Skills Qualifications (WSQ). Delta Senior School is certified as an Approved Training Organisation (ATO) while Metta School is certified as an Approved Training Centre (ATC).

Pupils who are unable to go to mainstream secondary or post-secondary education, or find open employment upon leaving school, will proceed to one of the training centres or workshops run by Volunteer Welfare Organisations (VWOs). Such training equips them with the necessary skills for employment. Those who are able are placed in open employment whilst those who require more supervision attend production sheltered workshops or work activity centres.