Reshaping learning support in a rapidly developing society

Abstract

Singapore is a sophisticated and rapidly developing society. May Ling Quah and Kevin Jones examine how support is given there to pupils with learning difficulties, illustrated with comments from learning support coordinators. The concerns and priorities identified will strike a cord with many professionals in similar circumstances in the UK and elsewhere.

Supporting the Deaf Child in the Mainstream School: is there a best way?

“…• Overcoming obstacles to learning in order to access a broad and balanced curriculum (Stainback and Stainback 1990) • Ensuring the development of the basic skills of oracy, literacy and numeracy (Quah and Jones 1997) • Fostering independence and control of learning (Swann 1988) • Building up the self-confidence of the special needs pupil (Williamson 1992) • Withdrawing the pupil from the classroom at appropriate times for concentrated teaching and learning in quiet conditions (Payne 1991) • Appropriate differentiation of the curriculum (Cowne 1996) • Clarity of aims (Thomas 1992) • Assessing needs and setting appropriate targets (DfEE 1997) • Careful monitoring of progress in relation to provision (Scruggs and Mastropieri 1995) • Collaborative team work with the class teacher (Hornby 1995) • Making a contribution to class teachers' teaching abilities (Welding 1996) • Modifying the learning environment (Dyson 1994) • Developing transformations in mainstream staff's thinking towards a more effective learning environment for all pupils in the school (Ainscow 1995) • Helping to create a community where diversity is celebrated (Booth 1996) • Making appropriate use of peer support (Charlton 1998) Pitfalls in offering support within a mainstream school have been pointed out, for example, by Thomas (1992) and hence support teachers and assistants are exhorted to avoid:…”

“…• offering a narrowed curriculum (Jordan and Powell 1994); • oversurveillance and overprotection leading to the disempowerment of the supported pupil in developing independent learning strategies (Quah and Jones 1997); • marginalising the supported pupil from the peer group and undermining a sense of community (Booth 1995); • interfering with the 'natural' activities of children in forming peer support networks (Stainback and Stainback 1990); • undermining the role of the class teacher in taking responsibility for the supported pupil (Lovey 1996); • interfering with the work of the class teacher with the class as a whole (Thomas 1992).…”