Text Keith G Emuang

When Seann Yeo was born in August 2001, he appeared no different from any other baby. He passed the regular mental and physical developmental milestones without incident and by two years of age, his mother Alena Yap felt comfortable enough to return to work.

"He had a slight speech delay and was reluctant to go to school, but I was told that was not unusual. So, I wasn't really worried about anything other than the usual concerns any parent would have when placing their child in a childcare centre for the first time," recalls the 41-year-old educational technologist.

However, about six months later in early 2004, we noticed a serious cause for concern. One day, for unknown reasons, Seann fell silent. Even though he remained his usual active self at home, he was not uttering a word. In school, the situation was even more worrying.

"He became withdrawn, was easily distracted and reluctant to participate in any class activity," says Alena. "It took a lot of time, effort and patience to get him out of his shell each time. He was this way for weeks."

Concerned, she took her son to the child developmental unit in a local polyclinic, only to be placed on a long waiting list to see a specialist. Meanwhile, she learnt about a pilot programme run by the YWCA. Known as the Individual Education Plan (IEP), this programme supports children with mild special needs within a normalised classroom setting.

In August 2004, a psychologist with YWCA assessed that Seann was a suitable candidate, and Alena enrolled him. Thirteen months later, he was officially diagnosed with Autism Spectrum Disorder, a neurological disorder that affects the ability to communicate, understand language, play and interact with others, but by then, he was already benefiting from the IEP.

All Inclusive
The IEP is designed such that no child in the class is made to feel isolated or less important than any other. Yet, learning continues to take place according to required standards.
"Ever since Seann started the programme, he has been improving by leaps and bounds. I have noticed he is happier and more vocal nowadays and is even prepared to initiate communication," says Alena, who also has an 11-year-old daughter. "Moreover, he can follow instructions better and is able to participate in many class activities."

Seann's twice-weekly, one-to-one sessions with his learning support teacher, coupled with the quarterly reviews and meet-the-parents sessions, have complement his learning environment ideally.

Parents of regular children who are in an inclusion classroom setting like Seann’s can also add their support. "Encourage your children to help the special needs children in their classes feel more at ease and not think that they are there to steal attention," Alena advises. "Besides, it helps to teach them caring, sharing and compassion."

Seann marked his fourth birthday last August, but has a great deal more to celebrate than he realises, especially since he is getting back on track.

"With this programme, I am confident that Seann will have a better chance to have a mainstream education, adapt socially and go on to lead an independent and fruitful life," Alena says. "What more could a mother want for her child?"

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