Waiting Time and Support for Students Applying to Special Education Schools during Primary 1 Registration Exercise

Mr Cai Yinzhou asked the Minister for Education for children applying to Special Education schools for Primary 1 in each of the past three years (a) how many could not start on time due to insufficient places; (b) what support is provided while they await placement; and (c) whether the Ministry assesses the impact of delayed commencement on the children and their families.

Mr Desmond Lee: Over the past three years, more than 90% of students across all special education (SPED) disability profiles, except those with Autism Spectrum Disorder with Intellectual Disability (ASD-ID), have been able to start school in January. D emand for ASD-ID places has risen sharply, with applications doubling between 2021 and 2025. This has placed increasing pressure on Primary 1 capacity. A bout 60% of students with ASD-ID were able to start school by June, and about 85% of these students commenced school by the end of their Primary 1 year.

Planning capacity for students with ASD-ID is more challenging because their educational needs often become clearer only closer to school-going age. School placement assessments are best conducted when the child is around 6 to 7 years old, and their development is more stable. Depending on the child's needs, they may be better supported in a mainstream school or in one of the different types of SPED schools.

To meet the growing demand for ASD-ID places, we are expanding capacity in the SPED sector. At the Committee of Supply debate this year, we announced expansion plans for ASD-ID schools that will be progressively implemented from the second half of this year to the early 2030s. These include converting available spaces into additional classrooms in existing SPED schools, developing additional campuses or relocating to larger interim campus for four existing MINDS schools, and establishing three new schools in partnership with APSN Education Services Ltd, Autism Association (Singapore) and St Andrew's Mission Hospital. Overall, these efforts will increase SPED capacity by about 30%, from 9,000 SPED places today to about 12,000 places in the early 2030s.

In the interim, t o support students waiting to start school, the Ministry of Education (MOE) coordinates with partner agencies, such as the Early Childhood Development Agency, to facilitate extension at preschool and/or early intervention centre, ensuring continued learning and access to support. Parents are also provided the MOE Home Learning Package to support learning at home, focusing on developing communication, daily living and social-emotional skills. MOE will continue to monitor the progress of these children throughout their schooling journey.