Initiatives to Support, Sustain and Improve Employment and Further Education Rates of Special Education School Graduates

Name and Constituency of Member of Parliament

Dr Wan Rizal, Jalan Besar GRC

Question

To ask the Minister for Education based on the Trends in International Mathematics and Science Study 2023 (a) how does the Ministry plan to sustain and further improve the employment and further education rates of special education school graduates; (b) and what specific initiatives are in place to support their transition into the workforce or institutions of higher education.

Response

1. Students with special educational needs (SEN) are enrolled in either mainstream or Special Education (SPED) schools. For students in SPED schools, some learn the national curriculum with support and others benefit from a customised SPED curriculum.

2. For students with SEN learning the national curriculum, MOE strives to have as many of them progress to post-secondary education institutions (PSEIs) as possible.

1. Secondary and older students in mainstream schools have Education and Career Guidance Counsellors to guide them in making informed decisions about their education and career plans. Students with additional needs will receive further guidance and support from teachers and school personnel such as SEN officers.
2. Students in SPED schools also receive support in transitioning to PSEIs. Schools work closely with students and their families to develop an Individual Transition Plan for each SPED student, to realise their post-school goals.
3. Presently, we have approximately 7,000 students with reported SEN enrolled across the Institutes of Higher Learning (IHLs).

3. For IHL courses that have internship requirements, students with SEN are expected to participate in them. The SG Enable IHL Internship Programme assists in matching students with disabilities to inclusive organisations in various sectors. Many of our IHLs provide internship opportunities on campus for students who may face greater difficulties securing external internships. Pre-internship, employment workshops and job matching programmes are also provided to help manage the transition of students with SEN from the IHLs to the workplace. All students, regardless of their SEN condition, are encouraged to exercise self-advocacy to communicate their needs and request job accommodations at the workplace, if needed.

4. For students who offer a customised curriculum in SPED and demonstrate potential for employment, MOE also partners with SG Enable on employment support through programmes such as the School-To-Work Transition Programme. MOE has also enhanced the SPED Vocational Education curriculum to emphasise the intentional teaching of soft skills and more structured vocational guidance. Eligible students can also enrol in selected ITE Skills Certificate programmes and Workforce Skills Qualifications courses in SPED schools such as Metta School and Delta Senior School. In addition, SG Enable provides incentives such as grants from the Open Door Programme to help employers redesign jobs for students with disabilities.

5. We encourage more employers to be part of our whole-of-society effort and adopt an inclusive mindset to enable more young Singaporeans with SEN to enter and thrive in our workforce. With some adjustment and greater understanding, employers can benefit from the value that students with SEN bring to their work teams.