Enhancing Developmental Resilience in Children with Special Needs through a Strength-Based Paradigm

Eunice, Meng Yin Tan; Mark Kuo

doi:10.31686/ijier.vol12.iss1.4205

Authors

Dr. Eunice Tan Singapore University of Social Sciences
Mark Kuo Cheng Choy Singapore University of Social Sciences

DOI:

https://doi.org/10.31686/ijier.vol12.iss1.4205

Keywords:

perception special education teachers, strength-based approach, special education curriculum

Abstract

The purpose of this study is to examine special education teachers’ perception of the benefits of implementing a strength-based approach in special schools, and the extent to which the special needs students’ strengths, abilities, and talents are valued and addressed in the current education system. It also investigates how teachers support their students’ strengths, talents, and abilities in the current system. Findings from this study would enable a comparison of the current approach and method of working with a child with special needs in Singapore with a strength-based approach.

The current approach to special education in the local schools is said to be deficit driven. Most special schools in Singapore are focused narrowly on the child’s special education needs (medical model), rather than the development of the child. Many teachers of students with special needs tend to focus on their students’ deficits rather than on their strengths (Clark, 2016). A strength-based approach in special education, on the other hand, focuses on students' positive qualities and contributions instead of the skills and abilities they may not have (Elder, Rood, & Damiani, 2018; Garwood, & Ampuja, 2019).

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Author Biographies

Dr. Eunice Tan, Singapore University of Social Sciences

Dr. Eunice Tan is a faculty staff at the Singapore University of Singapore (SUSS). She heads the Special Education programme at the university and is currently working on some research projects involving individuals with special needs.

She has a special interest in the field of autism. Eunice has been in the special needs field in Singapore for more than 15 years. In terms of the child/student sector, she was a special education teacher, a principal of a special school and she also worked in the social service sector for the adult disability sector.
Mark Kuo Cheng Choy, Singapore University of Social Sciences

Centre for Applied Research

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