新加坡的學校需要做更多的事情來培養包容性

新加坡的許多學校允許自閉症譜系溫和的學生加入主流課程，這是促進包容性的值得稱讚的努力。但是，真正的包容性不僅需要身體上的存在 - 它需要教室的理解文化

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.

新加坡的學校在將學生的自閉症譜系納入主流課程中取得了值得稱讚的進步，這是其更廣泛的包容性推動力的一部分。

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

但是，真正的包容性超出了僅僅是身體的存在。它需要一種課堂文化，其中不同的學生受到理解，支持和尊重。

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.

這需要更多的計劃和精力，恐怕我們的系統缺乏，並且可能導致有時會在主流學校面臨困難的環境中不同的學生。

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.

至關重要的是，在任何此類學生加入班級之前，同伴小組就自閉症是什麼，感官和社會挑戰的出現以及為什麼善良和耐心是至關重要的。

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

我們已經知道，從很小的時候就可以教導學生的重要性，即遵循規則並表現出對長輩的尊重。

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.

讓我們擴展此框架，以包括有關如何發現同學何時會錯過社交提示或對大聲的聲音做出不同反應的課程，並以真正的同情心而不是戲弄。

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.

我們可以通過角色扮演場景，邀請有自閉症經驗的嘉賓演講者或實施同伴導演計劃來更深入地了解自閉症患者面臨的挑戰，從而介紹這些課程。

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

這些類型的舉措不僅會促進同理心，而且還可以確保這些有價值的教訓轉化為成年。

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

此外，我們必須認識到包容是一個動態過程，需要持續關注和乾預。

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

與老師，輔導員和學生的定期簽到將有助於確定任何取笑，欺凌或社會隔離的情況。

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

當出現此類事件時，必須迅速做出恢復性做法，旨在修復傷害並促進和解。

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.

這將不斷提醒我們，無論個人的能力或差異如何，我們的學校都是學習和成長的安全空間。

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

總而言之，儘管在主流班級中不同能力的學生的身體安置是必要的一步，但它本身還不夠。

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.

只有通過將意識，同情心和積極的同伴支持嵌入我們的學校的結構中，我們才能真正整合不同的含糊的學生，使每個孩子不僅能夠屬於屬於，而且可以在支持性和包容性的環境中蓬勃發展。

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

我希望教育部與各個學校合作，將這些措施作為其正在進行的包容性計劃的一部分進行。

Devi Subhakesan

Devi Subhakean

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