impairment, hearing loss or cerebral palsy. Additional assistance may be provided by social-service, non-governmental and voluntary welfare organisations and corporate partners. The department tries to ensure that students with disabilities can participate in the school curriculum on the same basis as their peers. It encompasses all education, including specialised schools and support classes; this is key to ensuring student diversity. Special support services include accommodations, consultations, and personalised learning. Allied educators provide a high level of interaction with each child. A multidisciplinary team of psychologists, special educators, and therapists fosters appropriate, meaningful learning. Student development This department's primary role is to create curriculum and programmes which promote character, arts, citizenship, moral education, and global awareness. Its mission is to promote individual student excellence, encourage collaboration and discovery and challenge students to take responsibility, equipping students with future-ready qualities and competencies. Schools focus on values, collaboration, culture, and integration in approaching student-development programmes. Overseas learning opportunities can be integrated to enable students to become aware of diverse cultures and backgrounds, with the goals of global connectivity and collaboration. Objectives Educator level Teachers plan and implement lessons based on pedagogical practices in an educational framework, managing and updating student portfolios to recognise and assess diverse domains of development: social, emotional, intellectual, physical, moral and aesthetic. Pedagogical practices are supported by the curriculum philosophy, the goals and objectives of the subject matter, and individual student learning and developmental needs. Although educational management at the educator level is similar to that of the education ministry, its planning, development and monitoring focuses on individual students. Teachers adopt classroom-management strategies and incorporate instructional approaches which promote independence, discipline, and a positive learning mindset. A teacher's classroom-management style influences many aspects of the learning environment. The four general styles of classroom management are authoritarian, authoritative, permissive and disengaged. Teachers use a variety of positive guidance and disciplinary strategies to refocus a student's attention or manage conflicts. Ministerial-departmental level Ministries and departments of education are responsible for the "design, implementation, monitoring and evaluation of educational legislation, policies, and programmes". They provide structured support in strategic leadership, human resources, budgeting and administrative management to ensure that the educational system functions effectively and efficiently. Institutional level The board of education and principals are responsible for managing an educational institution's daily operations. The school board formulates policies and has decision-making powers. Their responsibilities include regulating the school budget, formulating its strategic