Not just adaptation, but assistive technology plays major role in inclusive education
The SPD (previously the Society of the Physically Disabled) would like to add to the points raised in the letter, "Adaptation is key to building inclusive education for children with special needs" (May 15).
Indeed, all students approach learning differently, including those with special needs.
The Universal Design for Learning (UDL) framework guides teachers and educators in developing flexible learning curriculum that caters to individual learning differences.
UDL has been adopted in countries such as the United States, Sweden and Ireland. In a classroom with UDL, students have multiple options in terms of learning materials, for example in print, digital or audio formats.
They are also allowed different ways to express and engage themselves in the classroom. For instance, they can complete an assignment by creating a podcast or a video to show what they have learnt, instead of only handing in essays or worksheets.
There are also more flexible work spaces for individual work, or for small or group work.
The UDL framework benefits not just students with special needs, it also encourages all students to learn in the way that is most efficient and effective for them.
It provides various options for students to acquire knowledge, enables them to demonstrate their learning in the way they are most able to, and allows educators to adopt more ways of engaging and motivating students.
Instead of a one-size-fits-all solution, the framework accommodates all students regardless of needs.
The advancement of technology, or assistive technology in particular, has helped not just in the development and implementation of UDL, it also plays a major role in inclusive education in general.
A student with dexterity challenges could use a speech-to-text application for note-taking or to draft a document. Another with speech impairment could use an alternative and augmentative communication (AAC) device to communicate with teachers and classmates.
These devices help students with special needs overcome their physical limitations, empowering and enabling them to learn effectively and participate actively in the classroom.
Regrettably, we have heard of schools that frown upon the use of AT devices in class and during assessments, perceiving their use as an advantage over students without disabilities.
Students with special needs, because of their disabilities, may not be able to perform certain tasks using the stipulated method.
Assistive technology, or AT, helps to level the playing field and makes learning possible for them.
More could be done to create awareness among educators on the benefits of using AT devices to support these students.
Additionally, it would help if the curriculum and methods of assessment allow them to demonstrate what they have learnt in ways that they are able to.
Just as Mr Chong Kee Hiong, Member of Parliament for Bishan-Toa Payoh GRC, mentioned in Parliament this week of the need to constantly review the relevance of what we teach and how we assess our young, the curriculum and assessment methods need to evolve to address the growing needs of students.
We need to allow every student, regardless of disabilities, to have equal opportunities to learn.
