Contents of Core Modules & Prescribed Electives

CONTENTS OF CORE MODULES & PRESCRIBED ELECTIVES

EDUCATION STUDIES

Year

Module Code

Title

Module Category

No. of AUs

Pre-requisites

1
NED100 Introduction to Special Education
Core
3
-

NED101 Educational Psychology I: Theories and Applications for Learning and Teaching
Core
2
-

NED102 Educational Psychology II: Providing for Individual Differences in Learning and Teaching and Classroom Management
Core
2
-

NED103 Information and Communications Technologies (ICT) for Engaged Learning
Core
2
-

NED104 Practice and Intervention Techniques
Core
2 -

NED160 Sensory and Physical Disabilities Prescribed 2 NED100

NED161 Intellectual Disabilities Prescribed 2 -

NED162 Multiple Disabilities Prescribed 2 -

NED163 Emotional/Behavioural Disorders Prescribed 2 -

NED164 Autism Spectrum Disorders (ASD)** Prescribed 2 -

NED100   Introduction to Special Education

This module aims to provide student teachers with a general introduction to special education. Student teachers will have opportunities to gain insights into the nature and extent of the work carried out by special educators. Other areas covered in this course include a historical overview of special education, with particular emphasis on the Singapore context and an examination of some of the contemporary trends and issues in special education. This module also aims to give student teachers an awareness of the needs of persons with disabilities in the community and related issues. Student teachers will gain knowledge and insights into different types of disabilities, their causes, and the necessary supports and services for people with disabilities to have a better quality of life in society.

NED101
Educational Psychology I: Theories and Applications for Learning and Teaching

This module provides the foundation for understanding the learner, their development and the psychology of learning. Key areas include: understanding different aspects of pupil development and how these influence the teaching and learning processes; psychosocial development; stages of moral development and the self-concept; theories of intellectual development; application of psychological principles and learning theories to classroom learning; understanding how pupils learn and how some pupils fail to learn; proactive approaches to motivate and enhance learning, develop creative and critical thinking and problem-solving skills.

NED102
Educational Psychology Il: Providing for Individual Differences in Learning and

Teaching and Classroom Management

Pupils with diverse abilities and needs are increasingly found in mainstream schools in Singapore. Greater diversity among pupils requires pedagogical approaches that are inclusive of the learning needs of all and yet responsive to individual abilities. This module seeks to help student teachers to understand the characteristics and needs of diverse learners and how to provide optimal learning for all pupils. This module also seeks to help student teachers acquire and apply basic knowledge and skills in relation to creating conducive learning environment, managing and facilitating teaching and learning activities, and school/classroom discipline. The importance of the practice of proactive classroom management and positive student teacher-pupil relationship will also be emphasized.

NED103 Information and Communications Technologies (ICT) for Engaged Learning

Information and Communications Technologies (ICT) are an important part of classroom environments in Singapore today. In line with the MOE's Second Masterplan for IT in Education, this module adopts four major thrusts:
a.   working in teams to modify or create authentic interactive ICT-based learning resources
      for engaging learners

b.   creating and facilitating online collaborative learning environments

c.   managing ICT learning environments

d.   professional development by independent self-learning of innovative technologies

NED104 Practice and Intervention Techniques

This module will be practice-oriented and will focus on the seven roles of effective teaching, namely, planning, instructing, managing, evaluating, socializing, organizing and self-monitoring. Student teachers will learn to gather information relating to Diagnostic Summaries and individual Education Programmes, planning lessons and reflecting on classroom teaching through self-evaluations of lessons. Lecture topics will also include intervention techniques and professional ethics in the teaching profession.

NED160 Sensory and Physical Disabilities

This module is an education studies prescribed elective which is designed to examine the specific issues, assessment and interventions for individuals with physical and/or sensory disabilities. This module may be offered together with "Multiple Disabilities" as physical and sensory disabilities are also often experienced by individuals classified as having multiple disabilities. Topics include a study of augmentative and alternative communication (AAC), assistive technology, curriculum adaptations, parental involvement and inclusion.

NED161 Intellectual Disabilities

This module is an education studies prescribed elective designed to examine the concerns and issues involved in teaching persons with intellectual disabilities. Social, physical and environmental variables that can influence intellectual functioning and learning will be discussed. The content of the course includes definitions, causal factors, learning characteristics and relevant approaches in assessment and intervention.

NED162 Multiple Disabilities

This module is an education studies prescribed elective designed to examine the concerns and issues involved in teaching individuals with multiple disabilities. A number of these individuals are also commonly referred as having severe and/or profound disabilities in the professional literature. The term "multiple disabilities" is used because of the combinations of physical, sensory, medical, educational, social and emotional needs. Although individuals with multiple disabilities share in common a need for high, pervasive and lifelong supports and services, it is important to remember that their needs require unique and individualized educational planning and instruction. Topics such as curriculum, assessment and intervention, augmentative and alternative communication, and family involvement, amongst others, will be covered.

NED163 Emotional/Behavioural Disorders

This module provides an overview of emotional/behavioural disorders (E/BD). Conceptual models and their approaches of E/BD, as well as the various types of E/BD and their causes will be examined. The assessment of E/BD and classroom management techniques to reduce challenging behaviours will be included. Students will learn strategies to prevent difficult behaviours and respond appropriately when behavioural problems occur.

NED164 Autism Spectrum Disorders (ASD)

This module is designed to prepare student teachers to teach pupils with autism spectrum disorders (ASD) across the age spectrum and different levels of functioning. This course will introduce the student teachers to the learning and behavioral characteristics of pupils with ASD. The process of identifying individuals with ASD will also be discussed. Strategies for the assessment and intervention of pupils with ASD will be introduced. Particular emphasis will be placed on the implementation of these strategies within the context of Singapore. Finally, issues and trends related to working with this population will also be discussed.

CURRICULUM STUDIES

Special Education

Year	Module Code	Title	Module Category	No. of AUs	Pre-requisites
1	For Special Education Schools' Teachers
	NCS100	Language Arts	Core	3	-
	NCS101	Mathematics and Science	Core	2	-
	NCS102	Social, Life and Vocational Skills	Core	2	-
	NCS103	Adaptive Physical Education	Core	2	-
	NCS160	Effective Counselling, Consultation and Communication	Prescribed	2	-
	NCS161	Working with Parents and the Community	Prescribed	2	-

NCS100 Language Arts

This module aims at preparing student teachers to teach the language skills of listening, speaking, reading, and writing to pupils with special needs. Following a general introduction to communication, language acquisition and communication disorders, the communication difficulties associated with particular handicaps will be studied. Specific methods for fostering the growth of language skills in the classroom will be taught. Further topics include evaluation techniques, and the development of language programmes, augmentative communication, remedial reading, and curriculum adaptation. Specific areas of study are the thematic, the language experience and shared book approaches in teaching the language arts.

NCS101 Mathematics and Science

This module is designed to assist student teachers in the teaching of mathematics and science in special schools. It deals with the development of mathematical and scientific content areas and learning activities for pupils with disabilities. It also focuses on different strategies that will enhance the children's development and understanding, the assessment of mathematical and scientific teaching needs, as well as an introduction to techniques by which student teachers can meet educational needs in these areas of the curriculum.

NCS102 Social, Life and Vocational Skills

This module aims to provide student teachers with an understanding of the social and interpersonal needs of the disabled, both during and subsequent to special schooling. Student teachers will be able to relate special school processes to the vocational needs of young adults with disabilities, along with the functional needs required to integrate them into the wider community. Through the various components of this module, it is hoped that student teachers will gain an understanding of the significance of the need to train children and youths with disabilities in the range of social and interpersonal skills. Additionally, it is intended that they will be able, when planning teaching and curricula, to adopt a holistic approach with their pupils and address these complex social needs alongside the academic and physical needs.

NCS103 Adaptive Physical Education

Children enjoy playing and participating in various activities. Children and adults with special needs are no different. However, individuals with special needs require specific guidance and coaching in areas of movement control. The student teacher plays an important role in providing the avenue for various movement experiences. By doing so, these individuals will then be equipped with the necessary skills and knowledge to participate in modified and regular games and sporting events. Student teachers will also be provided with the foundation in fundamental motor development. This module aims to provide student teachers with the groundwork and skills to teach Physical Education to children and adults with special needs. Student teachers will learn how to apply theory to practice, develop suitable programmes and lessons and gain experience in motor skill observation, evaluation and prescription.

NCS160
Effective Counselling, Consultation and Communication

This module is an education studies prescribed elective which is designed to develop in student teachers� effective counselling and communication skills for use with parents, colleagues, other professionals, pupils/clients, and people in general. The contents of this module include effective listening, body language, verbal behaviour, exploring values, and facilitating change. This module is also about personal growth, well-being and development. As a result, student teachers enrolled in this module are highly encouraged to reflect on personal awareness and understanding of self, in order to better integrate skills learned. Since the learning of counselling skills is best done with opportunities for practice and demonstration of skills, practical activities and exercises comprise a core component of this module.

NCS161 Working With Parents and The Community

This module emphasizes the importance of not only meeting the special needs of pupils with disabilities but also those of their family members. It examines the various ways in which the community can contribute to special education or rehabilitation. Discussion topics will include the following: viewpoints of disabled and non-disabled persons, the concept of normalization, the needs of parents of children with disabilities, contributions by their parents, strategies for improving student teacher-parent communication, parental counselling, and networking with various support personnel and support services in Singapore.

Autism Resource Centre (ARC) Modules

Year

Module Code

Title

Module Category

No. of AUs

Pre-requisites

1
For Special Needs Officers

NCA100 Fundamentals of ASD
Core
4
-

NCA101 Communication Difficulties and Intervention
Core
3
-

NCA102 Functional Analysis of Behaviour
Core
2
-

NCA103 Coaching Social and Communication Skills
Core
2
-

NCA100 Fundamentals of ASD

This module aims to provide an overview into the characteristics and culture of autism and its unique learning profile. Participants will be introduced to Structured Teaching (developed by TEACCH, University of North Carolina, USA). Application of this knowledge will be used to structure a learning environment to accommodate the learning needs of pupils with ASD. Participants will also learn specific visual support strategies such as Comic Strip Conversation and Social Stories to facilitate perspective-taking of pupils with ASD. An introduction of unconventional language development and language levels will also be presented. The participants will be exposed to specific learning difficulties pupils with ASD experience.

NCA101 Communication Difficulties and Intervention

This course provides an overview of Communication in Autism Spectrum Disorder (ASD). It focuses on teaching the participants to observe, analyze, and develop assistive language and communication strategies to support students within a classroom setting. A staged model of language development and the corresponding teaching strategies will be introduced. The theoretical underpinning and application are based on normal language development theory and clinical research and development by a variety of practitioners in the area of visually supported language and communication development.

NCA102 Functional Analysis of Behaviour

The objective of this module is to provide application knowledge of understanding the reasons for challenging behaviour and to craft action plans to remediate these challenging behaviour. It is focused on having the participants develop an in-depth appreciation of a model of analyzing challenging behaviour. An overview of applied learning theories with a focus on the learning styles of pupils with Autism Spectrum Disorder (ASD) will be presented. Participants will also learn how to define and analyze behaviour, identify its function, and develop strategies at the level of antecedent, consequence, and area underneath the �ice berg� to develop learning plans. Participants will also be taught strategies to teach new skills and the application of the Learning Pipeline^�to develop new skills and analysis of focus on teaching component in the Learning Pipeline^�

NCA103 Coaching Social and Communication Skills

This module provides participants with an overview of the development of social and play skills in typical children and barriers to development for children with Autism Spectrum Disorder (ASD). Participants will be taught to develop social and communication goals and task analyze skill steps in skills acquisition. By the end of this module, participants will be expected to do the following:-

Develop clear social and communications session learning goals

Establish basic social circles among peers; running and monitoring social friendship groups among peers

Develop and apply visual supports for communication and social function

Teach and Support neuro-typical peers in social groups or buddy systems

Dyslexia Association of Singapore (DAS) Modules

Year

Module Code

Title

Module Category

No. of AUs

Pre-requisites

1
For Special Needs Officers

NCD100 Dyslexia: Context, Assessment and Identification
Core
5
-

NCD101 Teaching Dyslexic Children Using the Orton-Gillingham Approach
Core
6
-

NCD100 Dyslexia: Context, Assessment and Identification

This module aims to give trainee SNOs an understanding of Dyslexia which is a leading cause of educational failure. Trainees will be introduced to the definitions, causes, characteristics and implications of dyslexia. They will also learn about other difficulties that can accompany dyslexia. Other areas covered will include the impact of the multilingual environment in Singapore on language and literacy development. Trainees will also have opportunities to practise using screening tools to identify dyslexic learners.

NCD101
Teaching Dyslexic Children Using the Orton-Gillingham Approach

This module aims to give trainee SNOs the practical skills and techniques to improve the reading, writing and spelling skills of dyslexic learners. The Orton-Gillingham Approach is an internationally-recognised set of teaching principles that promotes learning using the visual, auditory and tactile senses simultaneously. There will also be a supervised practicum to give trainees an opportunity to apply what they have learnt in working with dyslexic students.

PRACTICUM

Module Code	Title	Module Category	No. of AUs	Pre-requisites
NPR100�	Teaching Practice	Core	10	-

�The Teaching Practice of 10 weeks will be scheduled in the second semester.

NPR100		Teaching Practice

		The Practicum is the practice of teaching and its related tasks. Student teachers will undertake a ten-week practicum at a special education school during which the student teacher will be under close supervision by staff of the school and NIE. The practicum allows for the development of lesson planning skills, practice of teaching, and evaluating for continuous improvements.

NED100		Introduction to Special Education

		This module aims to provide student teachers with a general introduction to special education. Student teachers will have opportunities to gain insights into the nature and extent of the work carried out by special educators. Other areas covered in this course include a historical overview of special education, with particular emphasis on the Singapore context and an examination of some of the contemporary trends and issues in special education. This module also aims to give student teachers an awareness of the needs of persons with disabilities in the community and related issues. Student teachers will gain knowledge and insights into different types of disabilities, their causes, and the necessary supports and services for people with disabilities to have a better quality of life in society.
NED101		Educational Psychology I: Theories and Applications for Learning and Teaching

		This module provides the foundation for understanding the learner, their development and the psychology of learning. Key areas include: understanding different aspects of pupil development and how these influence the teaching and learning processes; psychosocial development; stages of moral development and the self-concept; theories of intellectual development; application of psychological principles and learning theories to classroom learning; understanding how pupils learn and how some pupils fail to learn; proactive approaches to motivate and enhance learning, develop creative and critical thinking and problem-solving skills.
NED102		Educational Psychology Il: Providing for Individual Differences in Learning and Teaching and Classroom Management

		Pupils with diverse abilities and needs are increasingly found in mainstream schools in Singapore. Greater diversity among pupils requires pedagogical approaches that are inclusive of the learning needs of all and yet responsive to individual abilities. This module seeks to help student teachers to understand the characteristics and needs of diverse learners and how to provide optimal learning for all pupils. This module also seeks to help student teachers acquire and apply basic knowledge and skills in relation to creating conducive learning environment, managing and facilitating teaching and learning activities, and school/classroom discipline. The importance of the practice of proactive classroom management and positive student teacher-pupil relationship will also be emphasized.
NED103		Information and Communications Technologies (ICT) for Engaged Learning

		Information and Communications Technologies (ICT) are an important part of classroom environments in Singapore today. In line with the MOE's Second Masterplan for IT in Education, this module adopts four major thrusts: a. working in teams to modify or create authentic interactive ICT-based learning resources for engaging learners b. creating and facilitating online collaborative learning environments c. managing ICT learning environments d. professional development by independent self-learning of innovative technologies
NED104		Practice and Intervention Techniques

		This module will be practice-oriented and will focus on the seven roles of effective teaching, namely, planning, instructing, managing, evaluating, socializing, organizing and self-monitoring. Student teachers will learn to gather information relating to Diagnostic Summaries and individual Education Programmes, planning lessons and reflecting on classroom teaching through self-evaluations of lessons. Lecture topics will also include intervention techniques and professional ethics in the teaching profession.
NED160		Sensory and Physical Disabilities

		This module is an education studies prescribed elective which is designed to examine the specific issues, assessment and interventions for individuals with physical and/or sensory disabilities. This module may be offered together with "Multiple Disabilities" as physical and sensory disabilities are also often experienced by individuals classified as having multiple disabilities. Topics include a study of augmentative and alternative communication (AAC), assistive technology, curriculum adaptations, parental involvement and inclusion.
NED161		Intellectual Disabilities

		This module is an education studies prescribed elective designed to examine the concerns and issues involved in teaching persons with intellectual disabilities. Social, physical and environmental variables that can influence intellectual functioning and learning will be discussed. The content of the course includes definitions, causal factors, learning characteristics and relevant approaches in assessment and intervention.
NED162		Multiple Disabilities

		This module is an education studies prescribed elective designed to examine the concerns and issues involved in teaching individuals with multiple disabilities. A number of these individuals are also commonly referred as having severe and/or profound disabilities in the professional literature. The term "multiple disabilities" is used because of the combinations of physical, sensory, medical, educational, social and emotional needs. Although individuals with multiple disabilities share in common a need for high, pervasive and lifelong supports and services, it is important to remember that their needs require unique and individualized educational planning and instruction. Topics such as curriculum, assessment and intervention, augmentative and alternative communication, and family involvement, amongst others, will be covered.
NED163		Emotional/Behavioural Disorders

		This module provides an overview of emotional/behavioural disorders (E/BD). Conceptual models and their approaches of E/BD, as well as the various types of E/BD and their causes will be examined. The assessment of E/BD and classroom management techniques to reduce challenging behaviours will be included. Students will learn strategies to prevent difficult behaviours and respond appropriately when behavioural problems occur.
NED164		Autism Spectrum Disorders (ASD)

		This module is designed to prepare student teachers to teach pupils with autism spectrum disorders (ASD) across the age spectrum and different levels of functioning. This course will introduce the student teachers to the learning and behavioral characteristics of pupils with ASD. The process of identifying individuals with ASD will also be discussed. Strategies for the assessment and intervention of pupils with ASD will be introduced. Particular emphasis will be placed on the implementation of these strategies within the context of Singapore. Finally, issues and trends related to working with this population will also be discussed.

NCS100		Language Arts

		This module aims at preparing student teachers to teach the language skills of listening, speaking, reading, and writing to pupils with special needs. Following a general introduction to communication, language acquisition and communication disorders, the communication difficulties associated with particular handicaps will be studied. Specific methods for fostering the growth of language skills in the classroom will be taught. Further topics include evaluation techniques, and the development of language programmes, augmentative communication, remedial reading, and curriculum adaptation. Specific areas of study are the thematic, the language experience and shared book approaches in teaching the language arts.
NCS101		Mathematics and Science

		This module is designed to assist student teachers in the teaching of mathematics and science in special schools. It deals with the development of mathematical and scientific content areas and learning activities for pupils with disabilities. It also focuses on different strategies that will enhance the children's development and understanding, the assessment of mathematical and scientific teaching needs, as well as an introduction to techniques by which student teachers can meet educational needs in these areas of the curriculum.
NCS102		Social, Life and Vocational Skills

		This module aims to provide student teachers with an understanding of the social and interpersonal needs of the disabled, both during and subsequent to special schooling. Student teachers will be able to relate special school processes to the vocational needs of young adults with disabilities, along with the functional needs required to integrate them into the wider community. Through the various components of this module, it is hoped that student teachers will gain an understanding of the significance of the need to train children and youths with disabilities in the range of social and interpersonal skills. Additionally, it is intended that they will be able, when planning teaching and curricula, to adopt a holistic approach with their pupils and address these complex social needs alongside the academic and physical needs.
NCS103		Adaptive Physical Education

		Children enjoy playing and participating in various activities. Children and adults with special needs are no different. However, individuals with special needs require specific guidance and coaching in areas of movement control. The student teacher plays an important role in providing the avenue for various movement experiences. By doing so, these individuals will then be equipped with the necessary skills and knowledge to participate in modified and regular games and sporting events. Student teachers will also be provided with the foundation in fundamental motor development. This module aims to provide student teachers with the groundwork and skills to teach Physical Education to children and adults with special needs. Student teachers will learn how to apply theory to practice, develop suitable programmes and lessons and gain experience in motor skill observation, evaluation and prescription.
NCS160		Effective Counselling, Consultation and Communication

		This module is an education studies prescribed elective which is designed to develop in student teachers� effective counselling and communication skills for use with parents, colleagues, other professionals, pupils/clients, and people in general. The contents of this module include effective listening, body language, verbal behaviour, exploring values, and facilitating change. This module is also about personal growth, well-being and development. As a result, student teachers enrolled in this module are highly encouraged to reflect on personal awareness and understanding of self, in order to better integrate skills learned. Since the learning of counselling skills is best done with opportunities for practice and demonstration of skills, practical activities and exercises comprise a core component of this module.
NCS161		Working With Parents and The Community

		This module emphasizes the importance of not only meeting the special needs of pupils with disabilities but also those of their family members. It examines the various ways in which the community can contribute to special education or rehabilitation. Discussion topics will include the following: viewpoints of disabled and non-disabled persons, the concept of normalization, the needs of parents of children with disabilities, contributions by their parents, strategies for improving student teacher-parent communication, parental counselling, and networking with various support personnel and support services in Singapore.

NCA100		Fundamentals of ASD

		This module aims to provide an overview into the characteristics and culture of autism and its unique learning profile. Participants will be introduced to Structured Teaching (developed by TEACCH, University of North Carolina, USA). Application of this knowledge will be used to structure a learning environment to accommodate the learning needs of pupils with ASD. Participants will also learn specific visual support strategies such as Comic Strip Conversation and Social Stories to facilitate perspective-taking of pupils with ASD. An introduction of unconventional language development and language levels will also be presented. The participants will be exposed to specific learning difficulties pupils with ASD experience.
NCA101		Communication Difficulties and Intervention

		This course provides an overview of Communication in Autism Spectrum Disorder (ASD). It focuses on teaching the participants to observe, analyze, and develop assistive language and communication strategies to support students within a classroom setting. A staged model of language development and the corresponding teaching strategies will be introduced. The theoretical underpinning and application are based on normal language development theory and clinical research and development by a variety of practitioners in the area of visually supported language and communication development.
NCA102		Functional Analysis of Behaviour

		The objective of this module is to provide application knowledge of understanding the reasons for challenging behaviour and to craft action plans to remediate these challenging behaviour. It is focused on having the participants develop an in-depth appreciation of a model of analyzing challenging behaviour. An overview of applied learning theories with a focus on the learning styles of pupils with Autism Spectrum Disorder (ASD) will be presented. Participants will also learn how to define and analyze behaviour, identify its function, and develop strategies at the level of antecedent, consequence, and area underneath the �ice berg� to develop learning plans. Participants will also be taught strategies to teach new skills and the application of the Learning Pipeline^�to develop new skills and analysis of focus on teaching component in the Learning Pipeline^�

NCA103		Coaching Social and Communication Skills

		This module provides participants with an overview of the development of social and play skills in typical children and barriers to development for children with Autism Spectrum Disorder (ASD). Participants will be taught to develop social and communication goals and task analyze skill steps in skills acquisition. By the end of this module, participants will be expected to do the following:- Develop clear social and communications session learning goals Establish basic social circles among peers; running and monitoring social friendship groups among peers Develop and apply visual supports for communication and social function Teach and Support neuro-typical peers in social groups or buddy systems

NCD100		Dyslexia: Context, Assessment and Identification

		This module aims to give trainee SNOs an understanding of Dyslexia which is a leading cause of educational failure. Trainees will be introduced to the definitions, causes, characteristics and implications of dyslexia. They will also learn about other difficulties that can accompany dyslexia. Other areas covered will include the impact of the multilingual environment in Singapore on language and literacy development. Trainees will also have opportunities to practise using screening tools to identify dyslexic learners.
NCD101		Teaching Dyslexic Children Using the Orton-Gillingham Approach

		This module aims to give trainee SNOs the practical skills and techniques to improve the reading, writing and spelling skills of dyslexic learners. The Orton-Gillingham Approach is an internationally-recognised set of teaching principles that promotes learning using the visual, auditory and tactile senses simultaneously. There will also be a supervised practicum to give trainees an opportunity to apply what they have learnt in working with dyslexic students.