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Aims: This study sought to investigate the predictors of spontaneous Picture Exchange Communication System (PECS) use in a naturalistic school setting. Method: The study recruited 44 students (36 boys and eight girls), aged between 6 to 18 years and their teachers (26 teachers and two teaching assistants). Teaching staff completed measures of student's communicative ability, autism symptomology and PECS abilities. Teachers also provided information of their PECS training history and PECS teaching experience. Findings: Stepwise Multiple Regression Analysis revealed that: (1) teacher's intentional pre-planning of PECS; (2) context in which PECS is used; (3) PECS phase level; and (4) the number of months of PECS teaching experience teachers had significantly predicted spontaneous PECS use. Child-dependent variables such as the severity of student's autism symptomology and level of student's mastery and age did not significantly predict spontaneous PECS use. Limitations: The limitations of this study are the small sample size, teachers' self-reported bias, and the lack of exploring other potential factors. Conclusions: The findings of the study highlight the importance for professionals, such as Educational Psychologists (EPs), to consider implementation factors that will impact the efficacy of intervention. In this study, it was the orchestration of how PECS is taught that had significantly predicted better PECS spontaneous use, rather than within-child factors. This suggests that PECS is suitable for a wide range of ASD learners. Additionally, it provides new insights for EPs to emphasise certain components over others during PECS teachers' trainings.

The student profile, model of service delivery, and support practices for young children with disabilities receiving early childhood intervention (ECI) in Singapore is reported and contrasted in this study. The supervisors/managers/principals of eight Early Intervention Programme for Infants and Children (EIPIC) centres, eight Integrated Child Care Programmes (ICCP), six privately run ECI centres, and 65 preschools participated in this study. Overall, autism spectrum disorder was the most commonly reported diagnosis in this study. EIPIC and privately run ECI centres supported mostly children with disabilities (frequently those with more severe disabilities) and provided more specialized education and therapy support, whereas ICCPs and preschools educated them alongside typically developing peers. EIPIC centres provided the most resource and teacher support for young children with disabilities. Issues pertaining to the reported rates of disabilities among the young children and support models/practices are discussed.

Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers perceived being supported. This study examines Singapore preschool teachers' perception of support received from their working environment to include children with DN and how this predicts their intention to practice inclusive education and self‐reported implementation of inclusive practices in the classroom. The original Perceived School Support for Inclusive Education (PSSIE) scale, developed in Bangladesh, was reviewed for relevance and clarity by a panel of six experts familiar with Singapore preschool inclusion. 211 preschool teachers in Singapore completed the new 11‐item revised PSSIE – Singapore Version online. Perceived school support was found to be a single construct that significantly and reliably predicts both intention and self‐reported practices (alpha = 0.929). Stakeholders in Singapore can now use this newly validated instrument to reliably understand the support received by teachers and to re‐examine the strategies provided to support preschool teachers in this journey towards quality inclusive education. [ABSTRACT FROM AUTHOR]

The author examined how individuals with intellectual disability ( ID) are supported in Singapore and what are the needs for further service development. Service provision for individuals with disabilities in Singapore is broadly reflective of its changing needs as a developing nation. Disability service provision began in the pre-World War II period and then advanced greatly during the last 20 years with the proliferation of early intervention and specialized programs for school-aged children as well an expansion of adult-focused supports. Social services are organized along the 'Three Ps Model' (public, private, and people), involving a collaboration of nongovernmental organizations, the government, and the corporate sector. With respect to school-age services, although a fairly comprehensive system has been put in place to support the education of students with disabilities, the system continues to evolve. The situation is more limited with respect to supports for adults. With Singapore reaching high levels of employment, there is an impetus for some individuals with ID to be part of the workforce; for those without work skills, day options for some include workshops and developmental activity centers. For parent carers, supports remain limited and there is a disparity between the goals outlined in the World Disability Report and currently available options for most adults and their families. Recommendations include studies to better understand the population of persons with ID and their needs, a reexamination of the diffused responsibility for disability-related services within the government, and an evaluation of the way services are delivered by the voluntary sector. [ABSTRACT FROM AUTHOR]

Contemporary descriptions of service delivery for children with disabilities in Singapore have highlighted the presence of a dual education system, with mainstream education at one end and special education schools at the other. In this article, we present a background and brief history of how special education evolved in Singapore. Current programs and practices available for students with disabilities and some future directions are also discussed. [ABSTRACT FROM PUBLISHER]

This study sought to understand the parental expectations of social attainments in the postschool years. The parents of 20 adolescents with autism spectrum disorders (ASD) attending special schools were interviewed. Most expected their children would be working in sheltered workshops or unemployed. All parents indicated that their children would live with them until they were unable to provide appropriate care, and nearly half expressed wishes for relatives to care for them thereafter. None expected any independent access to the community. Analysis of the interviews suggested that the adolescents' learning and behavior, parental concerns, availability of formal resources, and societal factors influenced parents' expectations. Implications for working with Asian populations and for service delivery in Singapore are discussed. [ABSTRACT FROM AUTHOR]