Research that helps in real ways

Rigorous research underpins the measures proposed by Dr Mariam's Branch. Various methods of helping children with disabilities have emerged in other countries, but instead of copying these ideas wholesale, she stresses that "we need to re-design them to suit our local context." Typically, her team carries out further research to assess the relevance of a particular model to Singapore in order to sieve out strategies that would be "effective, workable and sustainable, and which can produce the desired impact."

Armed with volumes of empirical evidence, Dr Mariam's team then recommends to MOE appropriate strategies for Singapore schools. Many of her proposals have borne fruit and the Ministry has steadily boosted its manpower and funding to support special needs (SPED) education. For instance, integration programmes were introduced to give pupils in SPED schools a chance to attend classes at mainstream schools. MOE has also revised its Financial Assistance Scheme for pupils with dyslexia in mainstream schools who are enrolled in specialised remediation classes conducted by the Dyslexia Association of Singapore. And by July 2010, there will be at least one trained Allied Educator in Learning and Behavioural Support in every primary school and 31 designated schools with SPED students.

In a joint assessment exercise, Dr Mariam assesses a child's learning ability while the parents observe through a one-way glass window.

Other initiatives by the Psychological Service Branch involve teachers, who now undergo a compulsory 12-hour module on learning differences during their training at the National Institute of Education (NIE). The Branch has also helped to design training schemes in special education at NIE, including a Certificate in Special Needs Support.

Dr Mariam's team also works with external partners such as the Dyslexia Association of Singapore, Asian Women's Welfare Association and the Singapore Association for the Deaf to ensure that their programmes address the needs of children with varying special needs.

Another vital task involves setting standards and establishing good practices in psychological services, by benchmarking course and curricula against internationally accepted norms. "We developed the Diploma in Educational Psychology with University College London and NIE, which concurrently allows trainees to satisfy the requirements for the Certificate of Competence in Educational Testing (CCET)," reveals Dr Mariam. The CCET is an international certification offered by the renowned British Psychological Society.

The need for early diagnosis and early intervention

"Children with special needs can learn; we just need to provide the appropriate support at the appropriate time," declares Dr Mariam. For instance, dyslexia, one of the most commonly reported type of learning disability, can be overcome with early intervention, she reveals.

However, there is a common misconception among both teachers and parents that learning difficulties are just a "passing phase". By the time the child is sent for psychological assessment, usually during Pri 5 or Pri 6, the gap between the child and his or her classmates would have significantly widened. Another reason is that parents are reluctant to see that a child with severe learning disabilities would benefit more in a SPED school. Often, there is "a serious mismatch" in expectations, she explains, noting that while parents may accept the diagnosis at head level, "grief and denial may cloud their judgement and responses."

Acknowledging that such emotions are legitimate, Dr Mariam believes her task is to provide "a clear, consistent and unambiguous assessment of the child's condition, and recommend the necessary intervention that best meets the child's learning needs." Not all families are ready for the change required, so she usually gives parents time to think, encourages them to link up with parent support groups and follows up with them after six months.

Giving children with autism a taste of mainstream schools

Besides dyslexia, autism is another frequently identified learning disability. Children with autism have "very unique and jagged profiles, and a wide range of abilities," Dr Mariam explains. For instance, a Pri 1 student who would not speak out in school may be able to solve complicated 'A' level Math problems. "Our challenge is to manage the disability within a customised environment," she adds.

Educational psychologists in Dr Mariam's team are encouraged to upgrade their abilities through in-house training programmes and professional courses.

As with dyslexia, early intervention at the primary school level has enabled some children with autism to cope with the rigours of mainstream education, CCAs and a multi-faceted learning environment.

To help children with autism relate better to others, MOE has launched a pilot programme that integrates SPED and mainstream schools. For example, students from Pathlight School, which focuses on autism, often hop over for dedicated classes at the mainstream Chong Boon Secondary School and even join the latter's students in subjects like Maths and Science. These "opportunities for facilitated integration", says Dr Mariam, "will prepare them to transit to the mainstream eventually." Similar satellite partnership model have since been set up at with other mainstream schools such as Townsville Primary and Bishan Park Secondary. This partnership could be extended to more SPED schools which are co-located with mainstream schools in the future.

Helping children fit in and learn with their peers

In 2007, there were about 4000 SPED students in mainstream schools and a similar number in dedicated SPED schools. This year, the number of SPED students in mainstream schools has risen to 7,600. "This is not due to 'migration' of pupils from SPED schools to mainstream ones," says Dr Mariam. Rather, she believes that early diagnosis at preschool and intervention have enabled students with mild learning disabilities to be part of the mainstream environment - which augurs well for their future.

Training her team on how to use various psychological assessment tools.

Having created new and positive momentum for special needs education in Singapore, Dr Mariam hopes "to see schools become more confident in supporting students with special needs." Top on her wish list is that teachers possess the knowledge and ability to support these pupils, and direct parents to suitable agencies if needed -- a capability that should improve given her branch's drive to boost training in educational psychology.

Despite the immense effort to craft and roll out all these initiatives, Dr Mariam still finds time to put her training and leadership skills to good use at MENDAKI, a self-help group for the Malay-Muslim community. A volunteer for 10 years, she has spearheaded a programme called Tiga M aimed at enhancing numeracy and literacy among low-income Malay households. "It is satisfying to be able to address real needs and concerns," she says of the joy she derives from both her full-time and volunteer work with children and families.