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APSN

Established in 1976, Association for Persons with Special Needs (APSN) is a social service agency providing special education for persons with mild intellectual disability (IQ 50-70). Today, APSN operates four Special Education (SPED) Schools (APSN Chaoyang School, APSN Katong School, APSN Tanglin School and APSN Delta Senior School) for students aged 7 to 21, an APSN Student Care Centre for children aged 7 to 18 and an APSN Centre for Adults for persons aged 16 and older, benefiting over 1,200 beneficiaries each year.

The APSN Schools and Centre adopt a holistic approach in its curriculum, comprising academic, vocational and social skills, which are important for open employment and lifelong learning. APSN seeks to enable persons with special needs to be active contributors of the society and is committed to inspire and build capabilities of its partners and community to lead and advocate an inclusive society.

To date, APSN’s growing database has more than 5,000 beneficiaries, comprising students, trainees and alumni. The Association is constantly expanding its network to reach out to and understand the needs of its members to better support them.

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Email: hq@apsn.org.sg
Phone: 65 6479 6252
Address: 900 New Upper Changi Road, Singapore 467354

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APSN Allied Professionals Calm The Sea Storm Of HBL Changes

APSN Allied Professionals Calm the Sea Storm of HBL Changes

A mountain load of changes greeted APSN students, parents and staff alike when mandatory Home-Based Learning (HBL) was decreed in early April. These developments came in the form of the revised modes of communications, routines, learning methodologies and even who taught whom.

Ms Gan Hui Hoon, a social worker at APSN Katong School (KS), and the rest of the Allied Professional (AP) team made special arrangements to meet the different needs that emerged.

Firstly, the APs supported the students without caregiver support who were in school by:

  • helping students to transit to unfamiliar teachers, adapt to new routines and order meals; and
  • briefing teachers on how to teach these new additions, what homework each student had, as well as the strengths, weaknesses and risks/trigger points of each child.

 

They also supported the school’s HBL efforts through the making of online resources (social stories, visual schedules, fine motor skills craft for occupational therapy, sensory kits, speech exercises and more).

“The whole AP team worked hard during HBL: we continued counselling/therapy sessions through Microsoft Teams or WhatsApp video calls, and this went on even during the school holidays,” she says.

Some parents experienced anxiety with the change of learning style and routines. The first week of HBL was spent teaching caregivers and students how to use Microsoft Teams. “As a social worker, I helped them to be emotionally stable. When the parents were able to manage themselves, they could better manage their children.”

One parent who had mental health issues experienced a lot of anxiety because of the social isolation the stay-home regulations resulted in. There were many cases like her.

The AP team stepped in to provide emotional support to parents, and shared with them self-care tips, community resources such as helplines, and a virtual care pack.

Ms Gan affirms, “The AP team and I are glad that we could accompany the parents and students who went through this tough and special journey together. We survived the storm because we held on to each other throughout.”

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