Introduction
This 14 months part-time programme is designed specifically to train potential candidates to teach children with special needs. The candidates will acquire curriculum development and teaching pedagogy to enable children with literacy and numeracy competencies. These children have a wide range of disabilities, including those with various degrees of intellectual, physical, behavioural, psychological, and sensory problems, or a combination of these.
Objectives
- have a basic knowledge of the key areas of child development, educational theory, and the aetiology of the major types of disabilities;
- have the skills necessary for the identification of specific disabilities and the diagnosis and assessment of individual weaknesses;
- be able to develop competency in a range of teaching skills to suit the needs of the children being taught; and
- be able to plan and evaluate individualised intervention programmes for their own area of disability specialisation.
Programme Structure
The ADISE programme begins by introducing student teachers to the psychology of education and then moves on to the nature of special education, the areas of special educational needs, the identification, diagnosis and treatment of these needs and the basic principles and practices of effective teaching and learning. The programme is highly practice-oriented to ensure that what they learn in their classes can be applied to children with special needs under their charge.
12 Modules
| Module 1 |
Introduction to Special Education & Psychology of Exceptional Children |
| Module 2 |
Diagnosis, Assessment and Referral of Exceptional Children |
| Module 3 |
Learning Disabilities |
| Module 4 |
Autism Spectrum Disorders |
| Module 5 |
Attention Deficit Disorders |
| Module 6 |
Communication Disorders |
| Module 7 |
Literacy, Numeracy and Social Skills |
| Module 8 |
Behaviour and Classroom Management |
| Module 9 |
Intervention Strategies 1 |
| Module 10 |
Intervention Strategies 2 |
| Module 11 |
Individual Education Plan |
| Module 12 |
30 hours of Supervised Practicum |
Entry Requirements
For admission to the ADISE programme:
- Candidates should possess a Diploma in Learning disorders Management & Child Psychology offered by Linguistic Council or,
- Candidates should possess at least passes in 2 'A' Level and 2 'AO' Level subjects including a pass in General Paper obtained at the GCE 'A' Level (English) Singapore-Cambridge Examination;
- Degree in any discipline.
* Please note that candidates without relevant qualifications or experience may be required to take on additional bridging modules.
Lesson Schedule
The curriculum is taught over a 14 month duration; 5 terms comprising 10 weeks per term.
Each term will include between 2 to 3 modules
Each module has contact hours of 30 hours and classes are held 2 to 3 times a week.
Assessment Method
Each module will be formally assessed by written assignments (50%) and an examination (50%). Students must attend 75% of the classes to qualify for the examination.
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Modules Description
1) Introduction to special education and psychology of exceptional children.
This module studies the different types of exceptional children, which include intellectual, emotional and physical disabilities. The module will provide students with an understanding of special needs education, the different programmes and specialties as well as the educational support framework.
2) Diagnosis, assessment and referral of exceptional children.
This module will have information on the principles and guidance srategies as applied to the exceptional child. Students will gain knowledge in the diverse range of education and psychological tests applicable to referral, assessment and placement of exceptional children. Students will also be exposed to the roles and responsibilities of the different supporting professionals such as the speech pathologists, psychologists and the occupational pathologists. Emphasis is placed on a unified team approach of differential diagnosis and treatment.
3) Learning disabilities.
This module will study the characteristics, identification, evaluation and development of learning procedures for individuals who are normal in intelligence but who are failing to learn because of characteristics consistent with central nervous system dysfunction such as perceptual motor disturbances, languages disorders, academic problems and behaviour control disorders. Students will develop an understanding of common learning disabilities such as dyslexia, dyscalculia and dysgraphia.
4) Autism spectrum disorders.
This module will provide the students with an understanding of the theories, diagnosis, characteristics, cognitive processes and issues relating to classical autism, Asperger’s syndrome, Rett’s disorders and PDD-NOS.
5) Attention deficit disorders.
This module will provide the students with an introduction to the concept of attention deficit disorders and attention deficit with hyperactive disorder. Students will be familiar with the characteristics, causes, diagnosis, issues and management strategies of individuals with attention deficit disorders and attention deficit with hyperactive disorders.
6) Communication disorders.
The module will provide students with an overview of the various communication disorders and dyspraxia; the signs and symptoms of dyspraxia, difficulties in perception and thoughts for children with dyspraxia; reading and spelling challenges in dyspraxia; and handwriting and speech challenges in dyspraxia.
In addition, the module will examine the principles and teaching methods of teaching children with communication disorders and dyspraxia.
7) Literacy, numeracy and social skills.
This module will introduce the students to the different theories, research and concepts to educational methods and materials used to help a child develop his literacy, numeracy and social skills.
8) Behaviour and classroom management.
This module focuses on the development of principles and procedures of behavioral change within the conceptual framework of social learning. The course emphasizes practical application of behavioral modification techniques in classroom settings and everyday situations. Variations discussed include the training of parents and teachers to work with children, the introduction of token learning principles into the home and school, and modification of peer and supervisor behavior
9) Intervention strategies (1)
This module focuses on the theories, concepts, applications and implementations of cognitive behavioural therapy. Students will acquire knowledge in Applied Behaviour Analysis, DIR floortime and TEACCH approach.
10) Intervention strategies (2)
This module focuses on the theories, concepts, applications and implementations of intervention programmes such as the Picture Exchange Communications Systems, Orton Gilliham and the Hanen approach.
11) Individual education plan
This module will help students understand the purpose and importance of an IEP. The main focus will be to help students to competently design and implement an IEP for individuals in the following domains:
- Language and Communication Skills
- Cognitive Skills
- Social and Emotional Skills
- Fine Motor Skills
- Gross Motor Skills
- Adaptive Daily Living Skills
12) Supervised practicum
Students will be attached to special needs school to gain practical experience working with special needs children under supervision. At the end of the attachment, students are required to submit a written report for assessment.
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