At Eden School, a school for students with intellectual disabilities and autism spectrum disorders, there has been quite a bit of introduction to some mainstream school practices, starting with fire drills. Principal Jenny Lai reflects on the leaps she has made and the lessons she has learned over the past 16 years, including some wise words that have helped her lead effectively.
“You need a heart.”
These are the words of Mr Ho Swee Huat, then President of the Autistic Society (Singapore), when I was appointed as the principal of a special education (SPED) school 16 years ago.
Those words have shaped my approach to leadership as a SPED principal ever since.
Unfamiliar Terminology and Unexpected Triggers
I was introduced to the world of autism in February 2008 when I began studying at the Singapore Autism School (SAS), which was later renamed Eden School.
I learned so much in my first year at SAS. There was no morning assembly and students went straight to class. I was not invited into their classrooms because teachers told me that strangers could have a negative impact on students.
Employees need “task analysis, visual support, work systems… Used unfamiliar terms such as “ During my first year as principal, when I tried to introduce new activities, such as fire drills and celebrations in the school hall, staff had doubts about their success.
The SAS students suffered from autism spectrum disorder with intellectual disability. I quickly learned that I needed a predictable routine and to be around familiar people. Deviating from established routines can be painful, so introducing change requires more caution and preparation.
I remember a student who came running into my office one morning, climbed on top of a cupboard, and refused to come down despite all my reasoning and pleading. Soon the homeroom teacher came running and showed the video, and the student came down with the teacher and left my office without any fuss.
Because students with autism hear and process sounds and words differently than we do, they can often have difficulty processing speech at a slower pace. Visuals help students because they provide clear, concrete examples and make abstract ideas more concrete. In the case of the student above, the visuals the teacher used helped him understand what to do next.
In that episode, seeing the teacher act calmly and quickly without drama or judgement made me realize that my ‘heart’ was in action.
A few months later, the first fire drill
To foster students' self-esteem and sense of belonging within the school community, I tried to hold communal events such as assemblies and celebrations. We also wanted to introduce safety training to prepare students for emergency situations.
It took three months to prepare students for the school's opening fire drill. To support people who are having additional difficulties adjusting to new routines, we have used supports such as visual schedules and calming tools such as picture materials. This was intended to familiarize students with the training process and make the experience more predictable and less intimidating. Several practice drills were conducted to help students become familiar with each step of the fire drill. We also taught them to express objections or concerns calmly and respectfully rather than yelling or becoming physically aggressive, especially when changes to their routine cause panic. We also engaged parents by providing them with information about fire drills so they could discuss them with their children at home.
The process of preparing students for fire drills deepened my understanding of how people with autism perceive and experience the world.
To support them, we need to understand what individuals like, what they need, their strengths, what makes them tick, and provide appropriate accommodations.
This new perspective has given me a better understanding of how learning can be supported. This new understanding gave us the courage to introduce activities outside the classroom, such as study trips to the Singapore Zoo and Marina Barrage.
Adventure into new territories – overseas
The real test came in 2011 when our school's 'Stepping Out' initiative began. We progressed from day trips to overnight camps and international trips to Malacca, Beijing and Perth. For many SPED students, this will be their first experience abroad, leaving their homes and loved ones.
Muhammad Aqram Bin Mohd Yazed, who struggles with gross motor coordination, expressed his passion for climbing the Great Wall of China. Before starting, “I will do my best to climb the Great Wall of China. I vividly remember shouting, “I can do it!”
Shy by nature, Nurshalini Binte Sahnef changed completely after flying to Penang for the first time. Even after her travels, she said, “I love flying. “I want to go again!”
Before each trip, we prepared students for the activities ahead. They were shown pictures of the places they were going, the activities they were about to do, and how to manage their behavior and emotions when faced with unfamiliar situations.
Parents were also invited to share their concerns during the trip briefing.
I eased my parents' concerns by explaining the goals of the trip, detailing my preparation efforts, and emphasizing safety precautions. Parents have been provided with simple instructions and clear pictures showing what to pack and the best way to prepare everything your child needs for daily life. At the end of every trip, parents received a progress report detailing how well their child applied the skills they learned at school in a variety of settings.
Of course, not every day of this ‘moving on’ process unfolds perfectly for our students and us. But the joy on our students' faces during their learning journey reaffirms the value of our efforts to ensure good preparation, appropriate support and family collaboration.
How to prepare students for the world of work
A question we often ask ourselves is, “What career paths can our students pursue after graduation?” To provide students with more opportunities after graduation, the school works with the Employability and Employment Center (E2C) to assess students' employability and address skills gaps.
Yu Ming Cheng graduated from Eden School in 2013 and received the school's first E2C training. After graduation, she began employment training at an orchid nursery.
Things did not go smoothly for Ming Cheng at first, as he had trouble understanding the expected behavior at work and struggled with his lack of physical strength to meet the job requirements. When stressed, people throw things. To help him cope, his career coach introduced frequent movement breaks during his workday. Visual supports were also provided to make it clearer what tasks he had to perform in the nursery.
Ming Cheng was officially hired in 2015 after two years of on-the-job training. He continues to diligently carry out his responsibilities in his nursery to this day, from meticulously removing peat moss from orchid roots to carefully arranging orchid stem holders.
To help more individuals like Ming Cheng navigate workplace challenges and secure meaningful career opportunities, we continue to work with E2C to develop tailored support strategies based on the needs of our students.
Doing our part for the SPED community
As a SPED principal, I've learned that I don't need to know everything. I learned to trust the relationships teachers have with their students.
As SPED educators, we can make a difference in the lives of our students. It all depends on our willingness to:
- Expanding and testing the limits of what we understand about the needs of the people we serve.
- ‘Listen’ and listen to your students’ voices
- Change our perceptions and beliefs if necessary.
- You must be agile and responsive to changing requirements and priorities.
We can all help make this trip meaningful for our students. Over the years, awareness and accommodations for people with autism have increased in the community, but to be truly inclusive, our social mindset must be inclusive of all people with different abilities. I am proud to be part of the movement for change.
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