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Staff Publications

Sparking Creativity Through Art & Craft Activities

Pyscho Educational Diagnostic Evaluation and Profiling_0

Karuppiah N.
2011
Pearson

Children are spontaneous and imaginative by nature. A good Art program for young children is one that helps children to grow creatively, aesthetically, socially, emotionally, physically and intellectually as well as provides an avenue for young children to express their feelings and ideas in a creative way. Through participating in a variety of Art & Craft activities in this book, children learn to appreciate and create Art, and become creative and imaginative beings.

Engaging Parents: A Practical Approach for Education Officers

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Walker, Z., Menon, M., Michael M.
2015
Academy of Singapore Teachers

This resource is designed for difference audiences from beginning teachers to experienced practitioners. The emphasis for the more experienced teachers is on how they can guide and mentor beginning teachers in engaging appropriately and professionally with parents. The resource provides authentic examples and opportunities for teachers to plan and discuss key issues surrounding the interactions with parents and developing positive relationships with them.

Teaching the Last Backpacker Generation

Teaching the Last Backpack Generation

Walker, Z., Rosenblatt, K. and McMahon, D.
2016
Corwin

Let mobile devices transform teaching and learning Don’t just know how to use mobile technology. Know how to use it to transform learning. This refreshingly easy-to-use workbook shows educators how to make mobile devices a natural part of their classrooms by optimizing technology, no matter what the content. Discover practical mobile device management skills such as how to project and use devices as a whiteboard and tools to capture student responses, fun strategies students will love such as teaching vocabulary using text speak and slang or using a digital assistant (like Siri) instead of writing plus helpful resources to enhance professional learning. .

Early Years Transitions : Building Bridges for Children

Early years transitions : building bridges for children

Tay-Lim, J. and Lim, L.
2015
AECES

This resource package entitled “Early years transitions: building bridges for children” presents: the significance of early years educational transitions, and write-ups of the content of four of the workshops. The first part underscores the importance of early years transitions as a crucial life period for children which requires the sensitive support of adults. It draws on key philosophies, conceptualisations and developments of early years transitions from international and local literature, including the HDHEC Symposium’s keynote addresses, to bring forth this salient point. The workshop write-ups showcase several narratives of successful transitions, in addition to significant ideas and concepts which were presented by our local practitioners. Therefore we have designated this second segment as “Stories of early years transitions” in order to bring our essence of what transition is about - the unfolding of children’s lives as they move into new educational terrains and experiences. Included within this package is a CD-ROM of video recordings of the keynote address and workshop presentations .

Working with Abused Children: from the Lenses of Resilience and Contextualization

Social Skills Instruction_0

Bautista, V., Bacsal, M. and Roldan, V.
2001

Quezon City [Manila, Philippines] : Save the Children (UK) Philippines and Psychosocial Trauma and Human Rights Program, Center for Integrative and Development Studies, University of the Philippines.

Working with Abused Children from the Lenses of Resilience and Contextualization yields richly textured stories from abused children who narrate their depressing and often dreadful experiences in the hands of their abusers. From their harrowing experiences surface their strength and resilience that shatter the conventional notion that children are fragile and helpless. Their stories reveal their resourcefulness, flexibility, competence, and strength in the face of distress and adversity. From these narratives come resilience themes that speak of their courage and capacity for regeneration. It is hoped that these themes will help childcare workers identify traits that should be nurtured and cultivated among abused children to help them cope with their experiences.

Apart from the children’s tales, the book also chronicles strategies of childcare workers to help children regain equilibrium and normally in their lives. It identifies and records strategies used by childcare workers in their work with children. These strategies, more than just copies of Western models, have been adapted and contextualized according to the psychosocial backgrounds and needs of abused Filipino children. Working with Abused Children from the Lenses of Resilience and Contextualization comes as the fuller and more comprehensive version of Surviving the Odds: Finding Hope in Abused Children’s Life Stories, which condenses the concepts and issues covered in this book. Together, the two books were published as a fitting addition to the body of works dedicated to the resilience of children. It is hoped that these testaments documenting the experiences of both abused children and childcare workers will enrich the work of childcare workers and practitioners by helping them to create more effective and appropriate intervention programs to help abused Filipino children in their journey to healing and recovery.

Surviving The Odds

Teachers Beliefs and Practices _0

Finding Hope in Abused Children’s Life Stories
Bautista, V., Bacsal, M. and Roldan, V.
2001

Quezon City [Manila, Philippines] : Save the Children (UK) Philippines and Psychosocial Trauma and Human Rights Program, Center for Integrative and Development Studies, University of the Philippies.

Finding Hope in Abused Children’s Life Stories chronicles the stories of children who have risen above their experiences of abuse. It looks into their lives to find out the factors which allowed these children to overcome the negative effects of abuse and exploitation. Stories of these children’s resilience, the qualities of their caregivers, and the effective innovations in the programs and strategies of organizations that help children are all woven together to create a tapestry of text which challenges our conventional ways of relating with them. More importantly, this book gives us hope that battered and neglected children are not doomed by their experiences and that we can actually make a difference in their lives.

The Power of Movement

Pyscho Educational Diagnostic Evaluation and Profiling_0

How to Enhance Children’s Cognitive, Social, Emotional and Physical Development
Daswani, S., and Nonis, K.
2001

Pearson Prentice Hall

A first of its kind, The Power of Movement is a book about developing children in their cognitive, social and emotional and physical domains through movement. Written mainly by local specialists with many years of experience working with children in their specialised fields of psychology, social and emotional, health and physical as well as occupational and natural therapy, it offers parents and educators a practical approach towards educating young children based on the Singapore context. Pearson Prentice Hall A first of its kind, The Power of Movement is a book about developing children in their cognitive, social and emotional and physical domains through movement. Written mainly by local specialists with many years of experience working with children in their specialised fields of psychology, social and emotional, health and physical as well as occupational and natural therapy, it offers parents and educators a practical approach towards educating young children based on the Singapore context.

Educating Learnings with Diverse Abilities

Education Learners with Diverse Abilities

Lim, L. and Quah, M. M.
2004
McGraw-Hill

This book is aimed at providing teachers, both at the initial and in-service training levels, with an introduction to understanding students with diverse and special needs and how teachers can better work with these students by focusing on their abilities. The emphasis in this book is on providing learning opportunities and appropriate teaching instructions within mainstream class and school communities. 

Teacher Education Cases

Teacher Education Cases

Thaver, T and Tan, C. S.
2004
Pearson Education South Asia

The use of cases and case methods in teacher training is a relatively recent phenomenon in education although it has had a long history in the fields of business, law and medicine. Using cases in teaching encourages students to become more actively engaged and to take ownership of their learning. The case studies in this book are stories of real pupils in Singapore. It is hoped with the use of this case book, teachers would be led to reflect more deeply on their practices, assumptions and beliefs.

Innovation and Diversity in Education

Innovation and Diversity in Education_Page_1

Khoo, A., Heng, M. A., Lim, L., and Ang, R.
2004
McGraw-Hill Education (Asia)

Education in our fast changing knowledge-based global environment faces many challenges. And these challenges require innovative and creative thinking to address an endless gamut of real-life concerns and problems. The sharing of innovative practices by educators who are engaged in different sub-disciplines or fields in education needs to be an ongoing endeavour for the learning of new ideas to occur. The Asia-Pacific Conference on Education held in June 2003 represents one such forum for educators to interact and share innovative educational practices. It is our hope that these selected papers continue the learning dialogue among educators. Collectively, these chapters present an array of diverse topics that reflect innovative thinking across various domains in education. We hope that educators across different disciplines who are interested in injecting new ideas into classroom or tertiary level teaching will find this collection to be a useful resource.

Supporting Students With Special Needs in Mainstream School

Supporting Students with Special Needs

Poon, K. K., and Khaw, J.
2007
Pearson/Prentice Hall

Written by a team of authors with international experience, this book presents strategies for supporting students with special needs in mainstream schools. It draws from international research and is designed for application within the Singapore context. Specifically, this book explores the context of the Singapore education system, personal understanding of disabilities, an ecological framework of intervention, and the various common disabilities among students in mainstream schools.

This textbook was written based on the following beliefs:

  • Students with mild disabilities can be successfully included in mainstream classrooms.
  • The teacher can play an important role in the support but needs the involvement of others in the educational system and the other stakeholders of education to successfully support the student.

This book is designed for the training of teachers and counsellors to support students with special needs in mainstream schools. Professionals working with students with special needs in mainstream schools such as psychologists, speech and language therapists, physiotherapists, and occupational therapists may also find this textbook helpful.

Supporting Students with Special Needs in Mainstream Schools

Supporting Students with Special Needs_RED

Poon, K. K., Khaw, J. and Li, J.-Y.
2007
Pearson/Prentice Hall

Written by a team of authors with international experience, this book is the companion volume of "Supporting Students with Special Needs in Mainstream Schools: An Introduction" (currently out of stock). In particular, the need for a systematic approach wherein all parts of the teaching/intervention cycle - assessment, planning, implementation, and evaluation - are linked is highlighted. Moreover, this approach is discussed within the context of supporting students with learning difficulties and difficult behaviours. Designed for the training of teachers and counsellors to support students with special needs in mainstream schools, this book may also be helpful to professionals working with students with special needs in mainstream schools such as psychologists, speech and language therapists, physiotherapists, and occupational therapists.

Special Education: Perspectives and Practices

Special Education

Wright, S., Cohen, L. G. and Poon, K.
2008
Pearson

Special Education: Perspectives and Practices holds the collected views and perspectives of experienced educators who have devoted themselves to nurturing children with special needs, ranging from autism to physical disabilities and behavioral problems. Read the real life stories of children and educators who worked together to overcome the physiological and psychological challenges faced; and be encouraged. This book highlights research-based practices and teaching strategies that cater to children with special needs. They are not only invaluable to the early childhood and special education teacher, but also to parents whose children have special educational needs. The first part of this book deals with a wide range of topics which emphasize ways and means of supporting and interacting with children with special needs. The second part recounts effective pedagogies, as well as personal out-of-the-classroom methods used by the contributors in engaging and teaching their children.

Exploring Disability in Singapore: A Personal Learning Journey

Exploring Disability in Singapore

Lim, L., Thaver, T and Slee, R.
2008
McGraw-Hill Education (Asia)

Exploring Disability in Singapore: A Personal Learning Journey invites teachers to explore their own positioning in relation to the experience of disability within their social contexts. Set against the re-envisioning of Singapore as an inclusive society, this text is designed to guide teachers on a personal learning journey to “deconstruct” or gain a critical awareness of how self and society have arrived at particular positions in relation to special needs. The perspectives and insights of teachers who have successfully included student with special needs are shared in this text to help teachers “re-construct” personal pedagogies for inclusivity and to illustrate how these are interconnected with the use of appropriate approaches and strategies. Also included are voices of pre-service teachers to encourage and help fellow sojourners to appreciate, affirm and respect their own unique learning journeys.

Educating Students with Autism Spectrum Disorders: Making Schools Meaningful

Educating Students with Autism Spectrum Disorders

Poon, K. K. (Ed.)
2009
Pearson/Prentice Hall

Written by a team of professionals with extensive experience supporting students with autism spectrum disorders (ASD), Educating Students with Autism Spectrum Disorders: Making Schools Meaningful aims to provide perspectives and strategies for making the educational experience of students with ASD a meaningful and successful one. Two principles guided the development of this book – that the meaningful support of a student with ASD requires and understanding of its unique learning and thinking style, and that the effective support of a student with ASD within a school environment requires a focus not just on the student with ASD but also factors within the immediate environment and beyond. This book is likely to be helpful for professionals supporting students with ASD in educational settings such as teachers, school leaders, special needs officers, school counsellors, educational psychologists, speech and language therapists, and occupational therapists. Parents of children with ASD who are interested in advocating for their child may also find this book helpful.

The Association For Persons With Special Needs Curriculum Guide

The Association for Persons with Special Needs Curriculum Guide_Page_1

Yeo, V. and Lim, L.
2010
Pearson

This book serves as a guide to understanding and using the Association for Persons with Special Needs (APSN) curriculum for both the primary and secondary levels. The publication of these two curriculum volumes and this accompanying guide is the culmination of the APSN's engagement over the past few years (since 2005); in a major curriculum reform which has involved, and still continues to involve, all its schools and their personnel.

The APSN Curriculum Guide helps teachers to make sense of the APSN's curriculum through first providing a conceptual overview of the background of the curriculum reform work and the adopted curriculum framework and its approach in the introductory chapter, followed by subsequent chapters on the various key components of the APSN curriculum. Each of these components was developed, implemented and field-tested in response to the concerns and issues faced in our curriculum reform efforts.

This guide, in addition to guiding the operational use of the primary and secondary curriculum, will benefit teachers, professionals or anyone interested to have a deeper understanding of our experience in curriculum work at the APSN.

The Association For Persons With Special Needs Primary Curriculum

The Association for Persons with Special Needs Primary Curriculum

Yeo, V. and Lim, L.
2010
Pearson

The APSN Primary Curriculum has been developed for the primary years of schooling at the Association for Persons with Special Needs (APSN)

The curriculum materials in this volume act as "organisers" that are meant to guide teachers' work in planning what to teach, how to assess and how to report relevant information. As currently practised at the APSN schools, the teaching syllabus is developed by teachers who work collaboratively among themselves, using the curriculum materials contained in this volume to guide their work. This necessary aspect of collaborative work among teachers is one of the hallmark of the APSN approach where curriculum planning and decision making is part of the teacher.

The Association for Persons With Special Needs Secondary Curriculum

The Association for Persons with Special Needs Secondary Curriculum

Yeo, V. and Lim, L.
2010
Pearson

The APSN Secondary Curriculum has been developed for the secondary years of schooling at the Association for Persons with Special Needs (APSN)
The curriculum materials in this volume act as "organisers" that are meant to guide teachers' work in planning what to teach, how to assess and how to report relevant information. As currently practised at the APSN schools, the teaching syllabus is developed by teachers who work collaboratively among themselves, using the curriculum materials contained in this volume to guide their work. This necessary aspect of collaborative work among teachers is one of the hallmark of the APSN approach where curriculum planning and decision making is part of the teacher.

Social Skills Instruction

Social Skills Instruction_0

Musti-Rao, S.
2010
Cobee Publishing House

A handbook for teachers. Building good character and making our children better citizens are some of the ultimate goals of education. In this book, teachers and parents will find detailed information on how to teach social skills to school-aged children. Seven lesson plans with lesson objectives, rationale, assessment ideas, and a framework for teaching the skills along with student-friendly activities are included in the book. Teachers can expand upon each lesson to reinforce social skills across various school settings.

Teachers Beliefs and Practices _0

Teachers' Beliefs and Practices in Early Childhood Education in Singapore

Berthelsen, D. , Brownlee, J. and Karuppiah N.
2011
Pearson

 

This book contributes to the literature on early childhood education services in Singapore. It evolved from a research study which was carried out to understand the beliefs and practices of three Singaporean teachers through their critical reflection on their professional work. This study was based on research which indicates that any efforts to improve the quality of early childhood services should involve the teachers themselves. Teachers who are capable of critical reflection on their work with children and families will be more effective practitioners.

Besides providing an introduction to teachers' beliefs and practices in Singapore, this book will be useful to practitioners or students who wish to understand and engage in critical reflection about their own teaching beliefs. A list of questions for reflection can be found at the end of each chapter. Thoughtful consideration of these questions can facilitate professional reflection. This is important because there is a growing needs for teachers to be better prepared for early childhood classrooms which are becoming more diverse and challenging. The acquisition of new knowledge and skills for critical reflection can enhance the professional practice of teachers in their daily work.

Sparking Curiosity Through Simple Science Activities

Teachers Beliefs and Practices _0

Karuppiah N.
2011
Pearson

Appreciation of nature and the environment should begin at an early age. Science experiences provide an important avenue for young children to think, question and problem-solve as well as observe, explore and discover the world around them. Through participating in the hands-on Science activities in this book, children are encouraged to experiment and make predictions and in the process, develop a sense of curiosity and a positive attitude towards Science.