1. Prepare all students on the spectrum for independent living and work from an early age.
  2. Improve the education and support that students on the spectrum receive in all educational settings.
  3. Establish an “Enabling Academy” to identify learning needs and to source, develop and deliver learning solutions for persons on the spectrum.
  4. Set up a Skills Council taskforce for sustainable employment, especially in the future economy.

A more deliberate and strategic management of the learning and development of all persons on the spectrum throughout their lifespans is critical. This will not only prepare them for work and living, but also maximise their potential in life. During school years, the curriculum for persons on the spectrum must comprise a good balance of academic, vocational and life skills. Education provisions must be appropriate for all students on the spectrum regardless of their educational settings. Moreover, after leaving school, there must be plenty of opportunities for adults on the spectrum to continue learning, otherwise they would be left behind in this rapidly evolving digital age. It is hoped that these recommendations will be effective in addressing the issue of lifelong learning for those on the spectrum.

  1. 2nd Enabling Masterplan Steering Committee, 2nd Enabling Masterplan 2012 – 2016 (2012), p. 30.
  2. Government of South Australia Department of Education website (accessed 3 March 2020)
  3. West, Darrell M. “The need for lifetime learning during an era of economic disruption” Brookings Brown Center Chalkboard (USA) (18 May 2018)
  4. Ministry of Social and Family Development (MSF) website (accessed 1 March 2020).
  5. Amelia Teng, “MOE to set up 3 new autism-focused schools; more peer support initiatives for special needs students” The Straits Times (Singapore), 8 Nov 19.
  6. Ministry of Education (MOE) website (accessed 13 October 2020).
  7. Amelia Teng and Priscilla Goy, “Children with moderate to severe special needs to be part of Compulsory Education Act” The Straits Times (Singapore), 8 Nov 16.
  8. Amelia Teng and Fabian Koh, “MOE accepts panel's recommendations on compulsory education for special needs children” The Straits Times (Singapore), 17 Nov 17.
  9. Nienke M.Ruij and Thea T.D.Peetsma, “Effects of inclusion on students with and without special educational needs reviewed” Educational Research Review 2, no.2 (2009).
  10. Ministry of Education (MOE) Factsheet on Facing Your Fears Programme (accessed 18 Feb 2020)
  11. Dawn R. Hendricks, and Paul Wehman, “Transition From School to Adulthood for Youth With Autism Spectrum Disorders” Focus on Autism and Other Developmental Disabilities 24, no.2 (2009).
  12. Roux A. M. Shattuck P. T. Rast J. E. Rava J. A. Anderson K. A. (2015). ‘National Autism Indicators Report: Transition into Young Adulthood’. Philadelphia, PA: A.J. Drexel Autism Institute, Drexel University.
  13. Paul Wehman et al. “Transition From School to Adulthood for Youth With Autism Spectrum Disorder” Journal of Disability Policy Studies 25, no.1 (2014).
  14. SG Enable website (accessed 10 March 2020).
  15. SPD website (accessed 10 March 2020)
  16. SPD website (accessed 17 Aug 2020).
  17. NUS High website (accessed 10 March 2020)
  18. Autism CRC website (accessed 10 March 2020)
  19. Mr. Eric Chen’s personal website (accessed 29 November 2020)
  20. Joanna Seow, “National Jobs Council will create jobs and training opportunities on an unprecedented scale: Tharman” The Straits Times (Singapore), 3 Jun 20.

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