新加坡的学校需要做更多的事情来培养包容性

新加坡的许多学校允许自闭症谱系温和的学生加入主流课程，这是促进包容性的值得称赞的努力。但是，真正的包容性不仅需要身体上的存在 - 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.

新加坡的学校在将学生的自闭症谱系纳入主流课程中取得了值得称赞的进步，这是其更广泛的包容性推动力的一部分。

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仅仅是身体的存在。它需要一种课堂文化，其中不同的学生受到理解，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.

这需要更多的计划和精力，恐怕我们的系统缺乏，并且可能导致有时会在主流学校面临困难的环境中不同的学生。

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.

至关重要的是，在任何此类学生加入班级之前，同伴小组就自闭症是什么，感官和社会挑战的出现以及为什么善良和耐心是至关重要的。

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

我们已经知道，从很小的时候就可以教导学生的重要性，即遵循规则并表现出对长辈的尊重。

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.

让我们扩展此框架，以包括有关如何发现同学何时会错过社交提示或对大声的声音做出不同反应的课程，并以真正的同情心而不是戏弄。

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.

我们可以通过角色扮演场景，邀请有自闭症经验的嘉宾演讲者或实施同伴导演计划来更深入地了解自闭症患者面临的挑战，从而介绍这些课程。

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

这些类型的举措不仅会促进同理心，而且还可以确保这些有价值的教训转化为成年。

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

此外，我们必须认识到包容是一个动态过程，需要持续关注和干预。

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

与老师，辅导员和学生的定期签到将有助于确定任何取笑，欺凌或社会隔离的情况。

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

当出现此类事件时，必须迅速做出恢复性做法，旨在修复伤害并促进和解。

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.

这将不断提醒我们，无论个人的能力或差异如何，我们的学校都是学习和成长的安全空间。

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

总而言之，尽管在主流班级中不同能力的学生的身体安置是必要的一步，但它本身还不够。

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.

只有通过将意识，同情心和积极的同伴支持嵌入我们的学校的结构中，我们才能真正整合不同的含糊的学生，使每个孩子不仅能够属于属于，而且可以在支持性和包容性的环境中蓬勃发展。

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

我希望教育部与各个学校合作，将这些措施作为其正在进行的包容性计划的一部分进行。

Devi Subhakesan

Devi Subhakean

Join ST's Telegram channel and get the latest breaking news delivered to your mobile device.

加入ST的Telegram频道，并将最新的突发新闻传递到您的移动设备。