1. Li Susan Retno Geraldine Early intervention and education for children with Special Needs Mui Fong

2. Consultations with various stakeholders In order to gather information and understand more about the current landscape in EIPIC and SPED, the focus group was formed. 5 Key findings were derived from discussion of the focus group.

3. Key finding 1 Call for changes in leadership configuration in the early intervention and education sector Current situation – Social service sector (NCSS) and VWO. The relevant ministry that should govern this sector – MOE Shortfall – lack of expertise and skilled manpower. – problem of staff retention Concern for the quality of VWO management – dependent on individual VWO leadership, culture and preferences.

4. Key finding 2 Need for clarity of options and education pathways DIRC – gap between clients’ expectation and DIRC’s delivery CDU – no specific intervention services Education pathway

5. Key Finding 3 Inconsistent quality of programmes and staff Lack of widely shared frameworks Inconsistent quality of teachers, principals and professionals Limited options for children with learning disabilities

6. Key finding 4 Call for more structured integration with mainstream peers No shared framework on planned and purposeful integration Important to transit students with special needs into employment or further studies Without better planned strategies, special needs students will be ill-prepared to live and work independently

7. Potential for improvement is high Key finding 5 Appreciation for government’s greater focus on special needs.

8. Recommendations Review the exclusion of children with special needs in the compulsory education act. Building quality. Six strategic thrusts.