MLS Jan 2018 Local Attachment MLS local report final | Page 9

remediation is provided immediately when the student shows difficulty
in understanding. While mainstream and Fernvale Gardens both adopt
a `pull-out’ approach, the target group of students differ. In mainstream,
students who are at risk of failing are pulled out during curriculum time
to allow better teaching and learning support. At Fernvale Gardens,
where majority are not able to read independently, students who show
potential in reading are pulled out from different English lessons to
attend reading lesson based on the Reading Mastery resources
provided to the school. Although the teacher who conducts the lesson is
neither the form nor subject teacher she is well-versed on the ability
and needs of every student of her Reading Mastery class. During that
lesson, for example, she noticed that one of the students was
particularly quiet and passive and asked her what had happened. This
intuitive behaviour of the teacher causes her to be alert which is crucial
in minimising occurrences of `meltdown’ whilst not compromising on
the lesson objectives for the others in the class.
A class of students whose age range from 8 to 13 but showed potential in literacy.
2.1.1b Engage Partnership
While both the SPED and mainstream schools build relationships with
external stakeholders, the tie-ups that the SPED schools have with
corporate and business partners are especially pertinent as the latter
play a key role in bringing students out for a learning experience and
internships. These partners provide the avenue and opportunities for
the SPED students for life beyond the school, and is a major pillar in
helping each child be “independent and integrative” for the society.
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