AN EXPLORATORY STUDY ON ATTITUDES TOWARDS INTEGRATING INTELLECTUALLY DISABLED CHILDREN INTO MAINSTREAM SCHOOLS IN SINGAPORE

Abstract

This study focuses on the attitudes of parents, special and regular educators towards integrating intellectually disabled (ID) children studying at the Movement for the Intellectually Disabled of Singapore (MINDS) into mainstream schools. The grounds for considering integration are the philosophical belief in the right of all children to equal education and overseas research findings that document some beneficial outcomes for children with disabilities who study in integrated settings. 8 parents who have children studying at MINDS were interviewed, together with 7 special educators (teachers and principals), 8 regular educators (teachers and principals) and key informants. Interviews tapped on how they saw the current special education system, what benefits and problems they perceive from integration and which option they saw as more desirable. Results indicate that respondents can be classified into 3 groups, the pro-integration group, the middle-way group and the pro-segregation group. Reasons for why respondents belonged to each group are given. Generally, the absence of appropriate resources and personnel, the lack of awareness and mostly negative attitudes of regular educators, other members of the public and the government towards ID children and persons, are seen to work against integration and preclude any benefits that could be gained. It seems that presently, special schools are the best educational settings for ID children, but some improvements in the special educational system still need to be made. Recommendations for policy and future research are drawn up from the data collected.