An inclusive classroom at My First Skool at Blk 248 Kim Keat Link, where the English teacher and early interventionist co-teach using hands-on materials during small group activities. Through shared instruction and clear demonstrations, children gain confidence to explore and complete tasks independently.

At NTUC First Campus, we believe every child deserves to learn and thrive in a caring, inclusive environment. In 2022, two My First Skool centres – Blk 248 Kim Keat Link and Blk 406 Woodlands – joined the Inclusive Support Programme (InSP) pilot by the Early Childhood Development Agency (ECDA). InSP enables children with developmental needs requiring medium levels of early intervention support to learn alongside their peers in an inclusive environment, with the support of early intervention professionals.

One educator, Lim Xue Ying, shares how being part of the InSP journey has shaped her classroom and strengthened her belief that every child belongs.

When the school year first began, one boy in Senior English Teacher Lim Xue Ying’s class at My First Skool (Blk 248 Kim Keat Link), preferred to stay on the sidelines. He watched quietly as his classmates played together, rarely joining in.

“At first, it was quite challenging,” Xue Ying said. “He would avoid all group activities, even when his friends tried to include him. But I knew he just needed time and the right kind of support.”

So, Xue Ying started small, inviting him to take on simple roles like handing out materials during group games and celebrating his efforts with gentle encouragement. During free play, she paired him with a caring peer and guided simple interactions, such as asking a friend to build blocks together.

“Slowly, I saw him opening up,” she said. “By the end of the year, he was chatting with friends, offering help, and joining group games on his own. Watching that transformation was truly heartwarming. It reminded me why inclusion matters so much.”

Small changes, big difference

For Xue Ying, inclusion is about recognising that every child learns and expresses themselves differently.

“I’ve learned that it’s not about expecting all children to learn the same way,” she said. “It’s about creating multiple pathways for them to succeed.”

She began applying principles of Universal Design for Learning – offering children different ways to share their ideas, whether through talking, drawing, or using objects. She also introduced a visual schedule to help children anticipate the day’s activities.

“These small adjustments have made a big difference,” she said. “Transitions are smoother, the children feel more secure, and they’ve become more independent.”

Growing in confidence through support

When Xue Ying first joined the Inclusive Support Programme (InSP), she was not sure if she could meet every child’s needs.

“I was still new to teaching, and I worried whether I could give enough support,” she said. “But I was never alone. The early intervention (EI) educator, my centre leaders and colleagues were always there to guide me.”

Regular co-planning sessions with the EI educator helped her reflect, adapt, and grow.

“We would discuss lesson plans, identify support for different learners, and try out new strategies together,” she said. “That experience really built my confidence.”

Learning together, building capability

At NTUC First Campus, teachers are supported to keep learning and strengthening their inclusive practices.

“Our centre leaders encourage us to attend professional development courses, such as those offered by Community Psychology Hub (CPH) on topics like inclusion in everyday activities, behaviour intervention, and partnering with families,” Xue Ying said.

She also completed the eight-month Certificate in Inclusive Practice course, which equipped her with practical strategies to support children with diverse needs.

“I learned how to use differentiated instruction by preparing tasks at varying levels, and how to support children’s sensory and communication needs,” she said. “Simple strategies like the ‘first-then’ approach have also helped me guide behaviour more effectively.”

These skills benefit all children, not only those with additional needs, by creating a classroom that is more responsive, calm, and connected.

The power of collaboration

Working hand in hand with the EI educator remains one of the most rewarding parts of Xue Ying’s journey.

“We co-plan, co-teach, and share strategies, which helps ensure consistency for the children,” she said. “It has also given me new perspectives and greater confidence in my own teaching.”

Reflecting on her experience, Xue Ying said, “This programme has helped me grow so much as a teacher. I now have the tools and confidence to support children of all abilities. Most importantly, I’ve seen how inclusion helps children become more confident, independent, and socially connected. That’s what makes this journey so meaningful.”

Her story mirrors NTUC First Campus’s broader commitment: to ensure that every child, regardless of background or ability, has access to quality early education and the support they need to thrive. Through our Child Support Model, which includes initiatives such as InSP, we continue to equip educators and strengthen our preschools, so that every child can grow, learn, and belong in the same classroom.