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Copyright © Ministry of Education, Singapore. Psycho-educational Assessment & Placement of Students with Special Educational Needs Professional Practice Guidelines Launch of the 2 Nov 2011
Integrity, the Foundation. People, our Focus. Learning, our Passion. Excellence, our Pursuit Copyright © Ministry of Education, Singapore. Launch of Professional Practice Guidelines on Psycho-educational Assessment and Placement of Students with Special Educational Needs Dr Mariam Aljunied Lead Specialist Educational Psychology
Copyright © Ministry of Education, Singapore. Overview 1.Background 2.Guiding principles 3.Chapter highlights 4.Reliability of SEN category 5.Next Steps 6.Q & A
Copyright © Ministry of Education, Singapore. Professional Practice Guidelines for Psycho-educational Assessment & Placement of SEN children RATIONALE Changes and diversification of special needs landscape Clarity and consistency in professional advice needed to help parents make informed choices Shared understanding and standards among professionals across different settings
Copyright © Ministry of Education, Singapore. Developed by a Multi-Professional workgroup from MOE, KKH DCD, NUH Department of Pediatrics, IMH, NCSS, SPED Schools from March 2010 to September Focus on students with SEN (6 – 18 yrs). Use by psychologists and allied health professionals who are involved in the psycho-educational assessments of students with SEN Background
Copyright © Ministry of Education, Singapore. Guiding Principles Contextualized Evidence-informed Implementable Guide (not replace) professional judgment
Copyright © Ministry of Education, Singapore. Chapter 1: Definitions 1.1Psycho-educational Assessment 1.2Special Educational Needs (SEN) 1.3Educational Placement
Copyright © Ministry of Education, Singapore. Special Educational Needs A student is considered to have SEN when all of the criteria, a, b, and c, stated below have been fulfilled: a) Has a disability and b) Displays: –Greater difficulty in learning as compared to majority peers of the same age Or –Difficulty accessing educational facilities catered for the majority of peers of the same age Or –Some areas of impairment, in terms of social, academic, physical or sensory functioning (i.e., the student is not on par with the majority of the peers) and c) Requires different and/or additional resources beyond what is conventionally available Pg 6
Copyright © Ministry of Education, Singapore. As a students SEN are an interaction between the student and the environment, the type and level of needs may change over time and across different contexts. Pg 7
Copyright © Ministry of Education, Singapore. Chapter 2: Psycho-educational Assessment Data 2.1Sources of Assessment Data 2.2Types and Areas of Assessment 2.3User of Assessment Tools and Data 2.4Factors to Consider in Selecting and Using Different Assessment Measures
Copyright © Ministry of Education, Singapore. User of Assessment Tools and Data 2.3 User qualifications Based on the criteria defined by test publishers, the person conducting Level C tests (e.g., individually administered tests of intelligence, personality tests, and projective methods) could be an independent user or a supervised user of the test. An independent user is a registered psychologist with certification by the Singapore Psychological Society or by any of its recognized professional bodies A supervised user should only administer such tests in the context of a planned supervisory relationship with an independent user of the test. Pg 12
Copyright © Ministry of Education, Singapore. Chapter 3: Assessment for Specific Purposes 3.1 Assessment to Ascertain Appropriate Special Educational Placement 3.2 Ascertaining Students Suitability for Placement into a Mainstream School 3.3 Ascertaining Students Suitability for Placement into an Appropriate Special Education (SPED) School 3.4 Assessment for Access Arrangements (or Special Arrangements) and Curricular Exemption Pg 19
Copyright © Ministry of Education, Singapore. Chapter 4: Assessment Considerations for Specific Populations 4.1 Students with Visual Impairment 4.2Students with Hearing Impairment 4.3Students with Cerebral Palsy 4.4Students with Attention Deficit Hyperactivity Disorder 4.5Students with Autism Spectrum Disorder 4.6Students with Central Auditory Processing Disorder 4.7Students with Dyslexia 4.8Students with Intellectual Disability 4.9Students with Multiple Disabilities
Copyright © Ministry of Education, Singapore. Chapter 5: Framework and Pathways for Educational Placement of Students with Special Educational Needs (SEN) 5.1Framework for SEN 5.2Categorisation of SEN 5.3Pathways
Copyright © Ministry of Education, Singapore. A Differentiated and Many Helping Hands approach in supporting students with Special Educational Needs (SEN) MAINSTREAM SCHOOLSSPECIAL EDUCATION SCHOOLS ( MILD SEN) (MODERATE-SEVERE SEN) Increasing support, resources, community partnerships 15 Local SEN Policy
Copyright © Ministry of Education, Singapore. Ascertaining a students Special Educational Needs A balance of consideration of all of these factors: Childs Cognitive functioning Childs Adaptive Functioning Resources & provisions in current landscape
Copyright © Ministry of Education, Singapore. Categories of SEN Cognitive functioning Adaptive Functioning Adequate cognitive functioning Mild cognitive impairment (>2SD) Moderate to severe cognitive impairment (>3SD) Mild deficit in adaptive functioning (delays of 2-4 yrs) 1A1 2A3A 1A2 Moderate to severe deficit in adaptive functioning (delays of >4yrs) 1B2B3B Pg 39
Copyright © Ministry of Education, Singapore. Purpose of Categorisation Common frame of reference for professionals across different agencies Common language between referral agencies and receiving schools Facilitate transition and resource planning
Copyright © Ministry of Education, Singapore. Conclusion Good consensus among professionals in the use of the categories for placement Agreement ranged from moderate to almost perfect Agreement improved when quality of assessment data improves, e.g.: –Information about intervention received –Adaptive beh obtained from multiple sources (parent, teacher, direct observations)
Copyright © Ministry of Education, Singapore. Next Steps (2012 & beyond) Parents Version of the Professional Practice Guidelines Joint Continued Professional Development sessions involving multi-agency professionals Coordination and streamlining of SPED applications Clearer articulation of admissions criteria into specific SPED schools Availability of locally normed standardised tests Continued consultation and collaboration with all stakeholders, e.g. VWOs, CDC, CGC, SPED Schools, NCSS
Copyright © Ministry of Education, Singapore. Q & A Thank you
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