Narratives

Zhaoli Chan, Xishan Primary

"'Knowing that each child can and wants to learn', as educators, we can provide the necessary platform for them to grow and thrive. We cannot force a seed to grow fast but we can provide the optimal environment for it to grow well."

Jessica Chaw, Edgefield Primary

"Because of a change of mindset, it affects my teaching journey to include all students in my music classroom. It took a child with autism to show me how much more I could do not just for one student. But the change I made to my lessons could benefit everyone in the class. "

Tan Pin Sing, Yu Neng Primary

"In order to create a basis of active sharing, teachers should always strive to build rapport and trust with various stakeholders from the beginning of the year. This sharing should be transparent and continuous in order for both parties to address any outstanding concerns or issues in a timely manner to ensure the well-being of each child."

Esther Chuah / Lisa Kan / Gracia Lim,
Anderson Primary

"As Ann Ruthefor said, 'The biggest benefit is that teachers adjust their thinking by looking at the curriculum obstacles to learning rather than the student being the obstacle to learning'. Every child can and will learn, and through this action research, we recognise that an inclusive classroom is where all students will strive and grow."

Alexandria Kirsten Tobias, Fernvale Primary

"What works for one student may not for the other but as long as we are able to recognise every students’ learning styles and are intentional in our approach, we will be one step closer to creating our inclusive classroom for all students."

Ameerah Sharainee Zain Bte Sha,
Riverside Primary School

"Consulting with my colleagues allows me to have a better understanding of the child’s needs. I am able to better identify the barriers to the child’s learning and address the barriers through providing accommodations or modifications to my lesson design to support the child in his/her learning."