Singapore's Schools Need to Do More to Foster Inclusivity

Many schools in Singapore allow students on the mild end of the autism spectrum to join mainstream classes – a commendable effort to promote inclusivity. However, true inclusivity demands more than mere physical presence – it requires a classroom culture of understanding

Singapore's schools have made commendable progress in integrating students on the milder end of the autism spectrum into mainstream classes as part of its broader inclusivity push.

However, true inclusivity goes beyond mere physical presence; it demands a classroom culture where differently abled students are met with understanding, support and respect.

This requires a lot more planning and effort, which I am afraid is lacking in our system and may have led to differently abled students sometimes facing difficult environments in mainstream schools.

It is crucial that before any such student joins a class, the peer group receives targeted lessons on what autism is, how sensory and social challenges present themselves, and why kindness and patience are paramount.

We already know that from a young age, students are taught the importance of following rules and showing respect for their elders.

Let's expand this framework to include lessons on how to spot when a classmate might miss a social cue or react differently to a loud sound, and to intervene with genuine compassion instead of teasing.

We can introduce these lessons through role-playing scenarios, inviting guest speakers who have experience with autism, or implementing peer-mentoring programmes to create a deeper understanding of the challenges faced by autistic individuals.

These types of initiatives will not only foster empathy but also ensure that these valuable lessons translate into adulthood.

Furthermore, we must recognize that inclusion is a dynamic process that necessitates ongoing attention and intervention.

Regular check-ins with teachers, counsellors and students will help to identify any instances of teasing, bullying or social isolation.

When such incidents arise, it is essential to respond swiftly with restorative practices, which aim to repair harm and promote reconciliation.

This will serve as a constant reminder that our schools are safe spaces for learning and growth, regardless of an individual's abilities or differences.

In conclusion, while the physical placement of differently ableed students in mainstream classes is a necessary step, it is not sufficient on its own.

Only by embedding awareness, compassion and active peer support in our schools' fabric can we truly integrate differently abled students, enabling each child not only to belong but also to flourish in a supportive and inclusive environment.

I hope the Ministry of Education works with individual schools to look into implementing these measures as part of its ongoing inclusivity initiatives.

Devi Subhakesan

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