Special education policy and practice: A comparison of Singapore and the United States

Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in science, math, and reading achievement on international assessments, many students with special needs still receive their education in schools separated from their mainstream peers. In 2004, Prime Minister Lee Hsien Loong discussed a new vision of Singapore becoming an inclusive society that embraces all individuals with special learning needs. In this manuscript, the authors provide a brief history of Singapore and its education system and explore how PM Lee’s vision of an inclusive society has shaped practice and policy in Singapore schools in the last decade. Specific ideas and next steps for creating an inclusive Singapore for individuals with disabilities are discussed

Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice

Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in science, math, and reading achievement on international assessments, many students with special needs still receive their education in schools separated from their mainstream peers. In 2004, Prime Minister Lee Hsien Loong discussed a new vision of Singapore becoming an inclusive society that embraces all individuals with special learning needs. In this manuscript, the authors provide a brief history of Singapore and its education system and explore how PM Lee’s vision of an inclusive society has shaped practice and policy in Singapore schools in the last decade. Specific ideas and next steps for creating an inclusive Singapore for individuals with disabilities are discussed

Oligomerization, Conformational Stability and Thermal Unfolding of Harpin, HrpZPss and Its Hypersensitive Response-Inducing C-Terminal Fragment, C-214-HrpZPss.

HrpZ-a harpin from Pseudomonas syringae-is a highly thermostable protein that exhibits multifunctional abilities e.g., it elicits hypersensitive response (HR), enhances plant growth, acts as a virulence factor, and forms pores in plant plasma membranes as well as artificial membranes. However, the molecular mechanism of its biological activity and high thermal stability remained poorly understood. HR inducing abilities of non-overlapping short deletion mutants of harpins put further constraints on the ability to establish structure-activity relationships. We characterized HrpZPss from Pseudomonas syringae pv. syringae and its HR inducing C-terminal fragment with 214 amino acids (C-214-HrpZPss) using calorimetric, spectroscopic and microscopic approaches. Both C-214-HrpZPss and HrpZPss were found to form oligomers. We propose that leucine-zipper-like motifs may take part in the formation of oligomeric aggregates, and oligomerization could be related to HR elicitation. CD, DSC and fluorescence studies showed that the thermal unfolding of these proteins is complex and involves multiple steps. The comparable conformational stability at 25°C (∼10.0 kcal/mol) of HrpZPss and C-214-HrpZPss further suggest that their structures are flexible, and the flexibility allows them to adopt proper conformation for multifunctional abilities

The effects of precision teaching and self-regulation learning on early multiplication fluency

Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement

Use of mobile technology in the classroom

Although there has been a push to use technology in the classroom since the 1980s, rapid advancements in mobile devices, including smart phones and tablets, have provided individual students the opportunity to use devices in much higher numbers in the last decade. Numerous schools have rolled out one-to-one computing initiatives as early as fourth grade requiring educators and researchers to find effective and efficient uses of mobile technology for teaching and learning purposes. A recent survey reported that 17% to 50% of school-aged children in kindergarten through 12th grade owned smartphones with Internet access and 17% to 26% of children owned a tablet computer (Project Tomorrow, 2012). Students who do not have access to a device at home will need training on how to handle a device, but all students will need initial training on how to use the device for learning purposes

Fluorescence studies on the interaction of choline-binding domain B of the major bovine seminal plasma protein, PDC-109 with phospholipid membranes

The microenvironment and accessibility of the tryptophan residues in domain B of PDC-109 (PDC-109/B) in the native state and upon ligand binding have been investigated by fluorescence quenching, time-resolved fluorescence and red-edge excitation shift (REES) studies. The increase in the intrinsic fluorescence emission intensity of PDC-109/B upon binding to lysophosphatidylcholine (Lyso-PC) micelles and dimyristoylphosphatidylcholine (DMPC) membranes was considerably less as compared to that observed with the whole PDC-109 protein. The degree of quenching achieved by different quenchers with PDC-109/B bound to Lyso-PC and DMPC membranes was significantly higher as compared to the full PDC-109 protein, indicating that membrane binding afforded considerably lesser protection to the tryptophan residues of domain B as compared to those in the full PDC-109 protein. Finally, changes in red-edge excitation shift (REES) seen with PDC-109/B upon binding to DMPC membranes and Lyso-PC micelles were smaller that the corresponding changes in the REES values observed for the full PDC-109. These results, taken together suggest that intact PDC-109 penetrates deeper into the hydrophobic parts of the membrane as compared to domain B alone, which could be the reason for the inability of PDC-109/B to induce cholesterol efflux, despite its ability to recognize choline phospholipids at the membrane surface