An Ecological Systems Framework to Enhance Inclusive Education in the Singapore Mainstream Schools

Hsing Hui TAN

doi:10.64663/aet.83

Authors

Hsing Hui TAN Merlion Academy https://orcid.org/0009-0004-9068-6532

DOI:

https://doi.org/10.64663/aet.83

Keywords:

Ecological Systems Theory, Inclusive Education, Special Needs

Abstract

This article examines how inclusive education has been implemented in the context of mainstream schools in Singapore. An Ecological Systems framework is then proposed for a multi-level approach to be adopted to enhance inclusivity in these schools. First, the framework serves to identify factors revolving a child with special needs at various ecosystemic levels. These include his family, friends, school, government agencies, sociocultural context and developmental changes that could have a profound influence on his cognitive, social and emotional development. Next, the ecosystemic framework is used to propose recommendations that can translate the latest policy shift towards mainstream inclusion into practices that can facilitate meaningful inclusion for students with special needs. To translate these recommendations into actions would require a reform of the traditional roles of schools and teachers, strengthening of interconnections among the systems, and the formation of new support networks for children with special needs and their parents. Last but not least, inclusive education should not be seen as an end itself, but part of a bigger movement to build inclusive societies around the world. The Ecological Systems Framework proposed in this paper is exploratory and non-empirical in nature, focusing on its potential utility in current and future policy formulation in driving inclusive education in Singapore. It can also serve as a conceptual blueprint for specific agencies or stakeholders within a particular system when they craft their action plans to support inclusive education.

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