Towards inclusive education in Singapore

The inclusion of students with disabilities in mainstream education has been prioritized in many education systems around the world as a requirement for social inclusion and cohesion. In this chapter, we describe the policies and practices that are currently in place to support the education of students with disabilities in mainstream schools in Singapore as well as those that need to be further developed or established to enhance the quality of education of these students. In particular, we review research studies and other scholarly work with regard to the attitudes of Singaporean teachers on inclusive education, the role and responsibilities of allied educators who provide learning and behaviour support (AED-LBS) to students with disabilities in mainstream schools, and other types of support that are currently provided within schools. This chapter will conclude with using the lens of inclusive education to view Singapore’s current educational landscape in order to provide a commentary on prospects for the inclusion of students with disabilities within mainstream education

La construcción social de dificultades de aprendizaje en las prácticas educativas The social construction of learning disabilities across educational practices

De acuerdo con los sistemas de clasificación y los procesos de tipificación, la construcción social de categorías y la concepción transaccional que asumimos en la comprensión de las Dificultades de Aprendizaje, entendemos que éstas no son un hecho objetivo, sino un constructo culturalmente determinado, interpretado y explicado por una comunidad, en un contexto educativo, sociocultural e histórico determinado por la práctica discursiva de las dificultades de aprendizaje.<br>According to the systems of classification in human cultures, the social construction of categories and the transactional conception that we assume in comprehending Learning Disabilities, we understand that these are not an objective fact, but rather a cultural construct, interpreted and explained by a community in a specific educational, sociocultural and historical context determined by the discursive practice of learning disability