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Despite growing awareness and new government policies worldwide, the stigma surrounding special needs still lingers quietly in classrooms and communities. While most Singaporeans agree on the importance of inclusion, attitudes tell a more complex story. Based on the Disability Trends Report by the Ministry of Social and Family Development (MSF), in 2023, only 52.4% of persons with disabilities felt included and not discriminated against, and while attitudes toward physical disabilities remain high, positive perceptions of intellectual disabilities and autism are lower, at 57.3% and 56.2% respectively.
This gap between policy and perception underscores a bigger issue: why are we progressing in infrastructure but not fast enough in mindset?
Stigma doesn’t just affect students — it influences teacher confidence, classroom culture, and the success of inclusion initiatives. For Singapore to achieve a truly equitable, inclusive education, educators must be equipped with both practical skills and specialised knowledge.
Singapore’s current education system currently supports around 36,000 students with Special Educational Needs and Disabilities (SEND). While the majority of students, around 80% are enrolled in mainstream schools, the remaining 20% attend one of 25 Special Education (SPED) schools, which are set to expand by the 2030s.
These SPED schools are making a measurable impact: 57% of graduates now progress to further education, vocational training, or employment, an improvement from 51.3% in 2016. Yet challenges remain. Vocational pathways are limited, and many students still require additional support to successfully transition into post-school life. This is where teachers play an irreplaceable role — they bridge the gap between policy and real-world inclusion.
Early identification and intervention are critical for supporting children with SEND. Between 2015 and 2023, the number of children aged 0–6 requiring low-level support increased from 1,165 to 4,130, while those needing medium to high-level support rose from 2,659 to 5,720. These trends illustrate the growing demand for teachers who can implement differentiated learning, scaffolded instruction, and personalised support.
A teacher’s skill in recognising individual needs early, adapting lessons, and collaborating with families and specialists often determines whether a child thrives or falls behind. Effective educators don’t just follow policy; they interpret it, personalise it, and embed it into daily classroom practice, ensuring that students with SEND can access education in a meaningful and empowering way.
Inclusive education is not simply about placing a student in a mainstream classroom. It requires active facilitation, empathy, and leadership. Teachers must:
In short, teachers shape the trajectory of learning, social development, and self-esteem for children and young people with SEND. Even the best policies, infrastructure, or programmes will have limited impact without educators who are trained, confident, and are committed to inclusive education.
The Master of Arts in Inclusive Education and Special Needs (MAISE) at Aventis Graduate School equips educators with the knowledge, practical skills, and leadership competencies necessary to create inclusive classrooms where every child is supported and empowered. Graduates learn to:
This advanced training ensures that teachers are not only capable of managing diverse learning needs but can actively improve outcomes for students with SEND, fostering academic success, social engagement, and emotional well-being.
A teacher’s influence extends beyond academics. They shape school culture, challenge stigma, and model inclusion for peers, families, and communities. Participation in social, sports, and arts activities remains limited for children with SEND, with only 46% engaging in weekly sports and 15% participating in arts and heritage activities.
Teachers who are trained in inclusive education practices can facilitate these opportunities, ensuring students experience a well-rounded education and develop confidence and independence.
Singapore has made significant progress in inclusive education, but challenges remain. Stigma, gaps in teacher training, and limited post-school pathways mean that children and young people with SEND are still at risk of falling through the cracks.
Teachers are the linchpins of inclusive education. Their skills, empathy, and leadership determine whether inclusive policies succeed in practice. By pursuing advanced training, educators can transform classrooms, support meaningful learning, and empower children with SEND to thrive academically, socially, and emotionally.
The Master of Arts in Inclusive Education and Special Needs at Aventis Graduate School equips educators to meet these challenges head-on, shaping inclusive classrooms and pathways for the next generation of learners.
Ready to make a difference in inclusive education? Speak with our programme consultant, Mr. Robert, today to learn how the Master of Arts in Inclusive Education and Special Needs can equip you to lead change. Call 9003 8974 or click https://www.aventis.edu.sg/master-of-arts-in-inclusive-special-education-chichester/ to get started.