“It does not matter how many eyes are staring; remember to keep your eyes focused on what truly matters – your child.”
Little R, who is 4.5 years old, was identified to be in the Autism Spectrum Disorder (ASD) spectrum in May 2017. Mummy Ms.Foo tells us about how she realised her son had learning differences. And why she chose to enroll him in an inclusive preschool in Singapore.
When did you first realise that your son had different learning needs? What were the signs and symptoms?
I first realised he had different learning needs when he was turning three years old. R was better in some areas like motor skills, numeracy and literacy but lagging in others like social, emotional and language development.
These signs that he had different learning needs were even more evident through various scenarios, such as when I had close interaction with him, or through his atypical reaction to a simple situation or question, in certain environments, and social or learning time that might be out-of-the ordinary.
In R’s case, both his teachers and I could identify it easily.
Who did you consult, and what was the advice you received? Did your son go for therapy?
The Child Development Unit of KK Women’s and Children’s Hospital (KKH) identified him to be on the Autism Spectrum Disorder (ASD) spectrum in May 2017, which about one out of 150 children in Singapore are diagnosed with.
In October or November 2017, it was recommended that he attend speech therapy and occupational therapy while waiting for enrollment into the Early Intervention Programme for Infants & Children (EIPIC).
This programme provides early therapy intervention and individual developmental programmes to equip children with skills for admission into school. He attended three OT at KKH before enrolling at EIPIC in February 2018.
We were surprised to hear that R had learning differences, because he seems so at ease among strangers. He is also able to follow instructions well. In what respect is his learning and cognitive ability different?
R is at ease with adults as most of the adults around him are able to accommodate him. I also often bring him out, hence he is not fazed or stressed by strangers and crowds.
However, he has added needs in terms of language comprehension and expression. For example, he couldn’t understand the question “What is your name?”, though he could respond to his name being called.
He may not understand the question “What colour is this?”, but he can label colours i.e. pointing to a black bag when I say “black”. He can also repeat phrases well, and label items on his initiative.
Another way that shows he has a different cognitive ability is when he couldn’t tell me easily when he was hungry. Instead, he would cry or walk to the kitchen to look around. Questions which require him to express himself, or recollect from memory were a challenge.
Socially, he did not talk to his friends. He would play beside them, and be interested in their play, but not approach to participate in the social play.
How did you come to know of Bright Path inclusive preschool in Singapore? How has R’s experience been so far?
R was previously from one of the Busy Bees’ group of preschools, and I had heard about the new inclusive preschool that Busy Bees started.
I was keen to give Bright Path a try as the school has assistive support from psychologists, an excellent teacher-child ratio, so R would have optimal amount of attention and utmost care, and most of all, the Bright Path staff are passionate about children.
I was spurred to sign him up as I had confidence that Bright Path could make a difference for R with all these factors.
Now that he has been here for two months, his previous teachers, family members and I can see a significant difference in his ability to speak in fuller sentences, request for things, and expressing what he wants and does not want.
Of course, he still likes to label and repeat phrases, but those are also more complex now.
Julia Teo, Deputy Director of Operations, Busy Bees, tells us that, “With R, one difficulty that he experiences is with writing. When he first joined, he would refuse to write.”
“We included writing activities in his daily lessons starting with tracing one alphabet letter, then gradually increasing the difficulty to his full name and to keys words and phrases as part of his lessons. Often to develop hand skills in children, we encourage children in creating visual art pieces.”
“However, this process is further complicated by his aversion to varied textures. As such, we used alternatives in his daily routine such as in serving his own food using tongs to develop his hand skills. Hand-over-hand support was initially required for both serving his food and in writing.”
“As he increased the control in his hand use, we minimised our support and increased the difficulty. Now R is able to write phrases when provided with boxes.”
Why did you opt for an inclusive preschool in Singapore and not a special needs school?
I like that Bright Path has therapy embedded within its curriculum, marrying both needs that I would like for R to have.
Therapy at Bright Path is not like the usual method which relies on the method of conditioning a child into certain behaviour, and I also disliked the connotation of it being in a sterile, clinical setting.
Additionally, Bright Path offers full-time day care on top of this holistic early intervention and education programme, which helps to ease a burden off me as a working parent so I don’t have to juggle transport and timing logistics.
Bright Path as an inclusive preschool, is at its heart still a preschool, but with specialized therapists who can support R’s added needs.
I know he can learn, and I want to maximise his potential, at his own pace, which Bright Path offers. Rather than forcing him into ordinary preschools, I rather take it one step at a time as he develops.
Julia adds, “Therapy services are brought into the classrooms such that children can work on skills that they may require more assistance with, without drawing upon additional attention.”
“This in turn safeguards children’s self-esteem, which encourages participation. Additionally, this minimises the time spent in transitioning children from classrooms to therapy rooms and reduces the time required by therapists to build rapport or to understand each child’s disposition.”
“Therapy inputs are incorporated into the lessons such that through the activities, children are provided the opportunities to either work on their areas of needs or to enhance their existing strengths.”
What are the challenges you foresee for R in Singapore?
Regardless of learning difficulties or not, there will be challenges in terms of learning to be independent and fending for himself, and being a contributing member of society. This is the same for all other children in Singapore.
What is your advice for parents of children with added needs?
Be open to accepting that your child has different needs. In fact, all children have different needs, talents, likes and dislikes.
Do not let your fear of societal judgement towards what is termed “special needs” or “learning difficulties” be an obstacle in your journey of providing your child what he/she needs to maximise their potential.
The longer you procrastinate from seeking early intervention and specialised education for your child, the tougher it will be to change things in the future.
It does not matter how many eyes are staring; remember to keep your eyes focused on what truly matters – your child.
"Hata hivyo, kwa sababu ya hali hiyo, ni muhimu kuzingatia kuwa ""mwana wako"" ni mtu wa kawaida, na kwamba mtoto wake ana ugonjwa wa autism, ""alisema R." Mama Ms.Foo anatuambia jinsi alivyogundua mwanawe alikuwa na tofauti za kujifunza. Na kwa nini alichagua kumandikisha katika shule ya chekechea ya Singapore. Ni lini uligundua kwamba mwanao alikuwa na mahitaji tofauti ya kujifunza? Dalili na dalili zilikuwa zipi? Niligundua kwa mara ya kwanza kwamba alikuwa na mahitaji tofauti ya kujifunza alipokuwa na umri wa miaka mitatu. R ilikuwa bora katika baadhi ya maeneo kama vile ujuzi wa magari, hesabu na kusoma lakini lagging katika wengine kama maendeleo ya kijamii, kihisia na lugha. Ishara hizi kwamba alikuwa na mahitaji tofauti ya kujifunza zilionekana wazi zaidi kupitia hali mbalimbali, kama vile wakati nilikuwa na mwingiliano wa karibu naye, au kupitia majibu yake ya kawaida kwa hali rahisi au swali, katika mazingira fulani, na wakati wa kijamii au kujifunza ambao unaweza kuwa nje ya kawaida. Katika kisa cha R, mimi na walimu wake tungeweza kukitambua kwa urahisi. Ulipendekeza ushauri gani, na ulipata ushauri gani? Je, mwanao alienda kwenye matibabu? Kituo cha Maendeleo ya Watoto cha Hospitali ya Wanawake na Watoto ya KK (KKH) kilimtambua kuwa ana ugonjwa wa Autism Spectrum Disorder (ASD) mnamo Mei 2017, ambayo karibu mtoto mmoja kati ya watoto 150 nchini Singapore amepatikana na ugonjwa huo. Mnamo Oktoba au Novemba 2017, ilipendekezwa kwamba atende matibabu ya hotuba na matibabu ya kazi wakati akingojea kuandikishwa katika Programu ya Uingiliaji wa Mapema kwa Watoto na Watoto (EIPIC). Programu hii hutoa uingiliaji wa matibabu ya mapema na programu za maendeleo ya mtu binafsi ili kuwapa watoto ujuzi wa kuingia shuleni. Alihudhuria masomo matatu ya OT katika KKH kabla ya kujiandikisha katika EIPIC mnamo Februari 2018. Tulishangaa kusikia kwamba R alikuwa na tofauti za kujifunza, kwa sababu anaonekana kuwa huru sana miongoni mwa wageni. Pia anaweza kufuata maagizo vizuri. Ni kwa njia gani uwezo wake wa kujifunza na wa kutambua ni tofauti? R anafurahi na watu wazima kwa kuwa watu wazima wengi walio karibu naye wanaweza kumsaidia. Pia mimi humleta nje mara nyingi, kwa hiyo yeye haogopi au kusumbuliwa na wageni na umati wa watu. Hata hivyo, amezidisha mahitaji katika suala la uelewaji wa lugha na usemi. Kwa mfano, hangeweza kuelewa swali "Jina lako ni nani?" ingawa angeweza kujibu jina lake lilipokuwa likitolewa. Yeye anaweza kuelewa swali <unk>Ni rangi gani hii?<unk>, lakini anaweza kuweka lebo rangi yaani. kuonyesha mfuko mweusi wakati mimi kusema <unk>nyeusi<unk>. Pia anaweza kurudia-rudia misemo vizuri, na kuweka alama kwenye vitu kwa hiari yake. Njia nyingine inayoonyesha kwamba ana uwezo tofauti wa utambuzi ni wakati hakuweza kuniambia kwa urahisi wakati alikuwa na njaa. Badala yake, alilia au kutembea hadi jikoni ili kutazama-tazama. Maswali ambayo yalimlazimisha kujieleza, au kukumbuka kutoka kumbukumbu walikuwa changamoto. Kwa kawaida, hakuongea na marafiki zake. Yeye kucheza kando yao, na kuwa na nia ya kucheza yao, lakini si mbinu ya kushiriki katika kucheza kijamii. Jinsi gani unaweza kupata kujua ya Bright Path inclusive shule ya chekechea katika Singapore? Uzoefu wa R umekuwaje hadi sasa? R hapo awali alikuwa kutoka moja ya Busy Bees <unk> kundi la shule za chekechea, na nilikuwa nimesikia kuhusu shule mpya ya chekechea ya umoja ambayo Busy Bees ilianza. "Nilikuwa na hamu ya kujaribu Bright Path kwani shule ina msaada wa wasaidizi kutoka kwa wanasaikolojia, uwiano mzuri wa mwalimu-mtoto, kwa hivyo R angekuwa na kiasi bora cha umakini na utunzaji mkubwa, na zaidi ya yote, wafanyikazi wa Bright Path wana shauku juu ya watoto. """ "Nilikuwa na uhakika kwamba Bright Path inaweza kufanya tofauti kwa R na mambo haya yote. """ Sasa, baada ya miezi miwili ya kuwa hapa, walimu wake wa awali, washiriki wa familia na mimi tunaweza kuona tofauti kubwa katika uwezo wake wa kusema katika sentensi kamili, kuomba vitu, na kuelezea kile anachotaka na kile ambacho hataki. Bila shaka, bado anapenda kuweka alama na kurudia-rudia misemo, lakini hiyo pia ni ngumu zaidi sasa. Julia Teo, Naibu Mkurugenzi wa Uendeshaji, Busy Bees, anatuambia kwamba, <unk>Na R, ugumu mmoja ambao yeye uzoefu ni na kuandika. "Alipokuwa akijiunga, alikataa kuandika. ""Tulijumuisha shughuli za kuandika katika masomo yake ya kila siku kuanzia na kufuatilia herufi moja ya alfabeti, kisha hatua kwa hatua kuongeza ugumu kwa jina lake kamili na maneno muhimu na misemo kama sehemu ya masomo yake." Mara nyingi ili kuendeleza ustadi wa mikono katika watoto, sisi kuhamasisha watoto katika kujenga vipande vya sanaa ya kuona. Hata hivyo, mchakato huu ni zaidi ngumu na chuki yake kwa textures mbalimbali. Kwa hivyo, tulitumia mbadala katika utaratibu wake wa kila siku kama vile kutumikia chakula chake mwenyewe kwa kutumia pliers ili kukuza ustadi wake wa mkono. Msaada wa mkono-juu-mkono ulihitajika mwanzoni kwa wote wawili kuwahudumia chakula chake na kwa maandishi. <unk> <unk>Kama aliongeza udhibiti katika matumizi yake ya mkono, tulipunguza msaada wetu na kuongeza ugumu. Sasa R anaweza kuandika misemo anapopewa masanduku. <unk> Kwa nini ulichagua shule ya chekechea ya umoja nchini Singapore na si shule ya mahitaji maalum? "Kama ilivyoelezwa hapo juu, ""Baraza la Bright"" lina mpango wa matibabu katika mtaala wake, na kuunganisha mahitaji yote mawili ambayo ningependa R awe nayo." "Tiba ya Bright Path haifanyi kazi kama njia ya kawaida ambayo inategemea njia ya ""kuweka mtoto katika tabia fulani,"" na pia sikufurahia maana ya kuwa katika mazingira ya kliniki isiyo na uzazi." Kwa kuongezea, Njia ya Bright inatoa utunzaji wa siku kamili juu ya mpango huu wa uingiliaji wa mapema na elimu, ambayo husaidia kupunguza mzigo wangu kama mzazi anayefanya kazi ili nisilazimike kuendesha usafirishaji na vifaa vya wakati. Njia ya mwanga kama shule ya chekechea ya umoja, ni katika moyo wake bado shule ya chekechea, lakini na wataalamu wa matibabu ambao wanaweza kusaidia R <unk>s mahitaji ya ziada. Najua anaweza kujifunza, na ninataka kuongeza uwezo wake, kwa kasi yake mwenyewe, ambayo Njia ya Bright inatoa. Badala ya kumlazimisha aende shule za chekechea za kawaida, napendelea kufanya hivyo hatua kwa hatua kadiri anavyoendelea kukua. "Julia anaongeza, ""Huduma za matibabu huletwa katika madarasa ili watoto waweze kufanya kazi kwenye ujuzi ambao wanaweza kuhitaji msaada zaidi, bila kuvutia umakini wa ziada.""" "Kwa kuongezea, hii hupunguza wakati unaotumika katika kubadilisha watoto kutoka madarasa hadi vyumba vya matibabu na hupunguza wakati unaohitajika na wataalamu wa matibabu kujenga uhusiano au kuelewa tabia ya kila mtoto. ""Vitu vya matibabu vinajumuishwa katika masomo kwa njia ambayo kupitia shughuli, watoto wanapewa fursa ya kufanya kazi kwenye maeneo yao ya mahitaji au kuongeza nguvu zao zilizopo. """ Bila kujali kama una matatizo ya kujifunza au la, kutakuwa na changamoto katika suala la kujifunza kuwa huru na kujitegemea mwenyewe, na kuwa mwanachama mchangiaji wa jamii. Hii ni sawa kwa watoto wengine wote nchini Singapore. Ni ushauri gani unaowapa wazazi wa watoto wenye matatizo ya akili? Uwe tayari kukubali kwamba mtoto wako ana mahitaji tofauti. Kwa kweli, watoto wote wana mahitaji, vipawa, na mapendezi na mapendezi tofauti. Usiruhusu hofu yako ya hukumu ya jamii kuelekea kile kinachoitwa "mahitaji maalum" au "magumu ya kujifunza" kuwa kizuizi katika safari yako ya kumpa mtoto wako kile anachohitaji ili kuongeza uwezo wake. Kadiri unavyochelewesha kutafuta uingiliaji wa mapema na elimu maalum kwa mtoto wako, ndivyo itakavyokuwa ngumu kubadilisha mambo katika siku zijazo. Haijalishi ni macho mangapi yanatazama; kumbuka kuweka macho yako yakizingatia kile kinachohusika kweli - mtoto wako.