At WGS, we believe that it takes a village to raise a child. Embodying this belief, our approach towards educating a child with special needs involves the school, the parents and the community at large; and supported by a functional and relevant curriculum. Together, we provide a holistic environment that not only equips our students with knowledge and skills but also empowers them for life.
Our students are constantly engaged through programmes and learning experiences thoughtfully crafted to develop their skills critical for continued success while nurturing their interests and talents.
Our robust co-curricular activities provide our students with a safe space to engage in their interests and passion while fostering a sense of belonging by connecting them with students of shared interest.
Nawfal has shown a tremendous change ever since he was attached to an ASD class. At home, Nawfal has shown to be more disciplined. He knows his home routines and schedule well. Using First-Then schedule, has helped him to understand the time better in regards to what is to be done when. He is aware of his meal and bed times. He follows through the timings independently. Nawfal is also able to control and manage his emotions well. He communicates his needs and wants using the communication file, which was prepared and given to him by his teacher to use at home. Sometimes the decisions made at home may not be favorable to him, but he still follows through without any tantrums. He has learnt to self–regulate by sitting alone at the computer desk to calm himself down. During this Circuit Breaker period, I have explained to him that we will not be able to go out and we have to stay home. Nawfal did not show any anger or throw tantrums at all. He stays home and does his HBL given by his class teachers well and diligently.
My son, Maximus Lee started his journey in Minds Woodlands Garden (WGS) when he was 7 years old. Maximus is well liked in school and feels the love of many teachers, staff, and friends. Maximus always feels happy to attend school, as parents we can feel his happiness in WGS. Apart from the physiological well-being, the school started on structured teaching method for their ASD class. This structured teaching is essential and important in shaping and molding Maximus. He has learnt new skills, internalised them, and has been able to carry those skills over into other settings. He is more independent now and has shown improvement in focusing and giving eye contact when talked to. He is also learning skills which will help him in the future, he now cleans the table after his meal and folding clothes with him is a fun activity that we both enjoy. During this Circuit Breaker period, Maximus is doing Home Based Learning at home. The teachers are very concerned about his learning and have been calling us to check on him thrice a week. They even guided my helper through video call and video modelling on how to teach Maximus on his school work. My wife and myself are pleased with the progress and development of Maximus and we sincerely thank the school, Principal - Mr. Chong, Teachers - Ms. Santha, Ms Nadiah, Ms Zalinah, the Therapists and other WGS staff.
After attending the ASD structured teaching class, Ashton has had the following improvements. He is able to follow a given timetable. He gives priority to important tasks first before he continues with others. He is more independent. He pays more attention. He is able to remain at a spot for a longer duration now instead of walking around. He is able to focus better and gives eye contact when talked to.
Transfer from Mainstream School to SPED School
With effect from 10 October 2022, applications for a transfer from a mainstream school to a SPED school must be facilitated through the student’s mainstream school. Please approach the mainstream school Principal to apply for the transfer.
SPED schools will not accept direct applications from parents/legal guardians, private professionals, and hospitals. For more information, please visit
Waitlisting in SPED Schools for Primary 1 / Junior 1 Placement
With effect from 1 January 2023, a child applying for placement in Primary 1 / Junior 1 in a government-funded SPED school can only be placed on the waitlist if the child has first been placed in another government-funded SPED school1 which serves the same primary diagnosed condition. Please refer to this link for the list of SPED schools categorised by the primary diagnosed conditions.
1A child placed in a mainstream school will not be eligible to be on the waitlists for SPED schools. Should there be interest to transfer the child to a SPED school, please refer to the “Transfers from Mainstream Schools to SPED schools” section for more details
This requirement will also apply to returning Singaporeans entering SPED schools at all levels2.
2This requirement will not be applied to P3 and above children who can access ASD-NC schools in 2023. This is because Pathlight School is the only ASD-NC school that offers P3 and above classes. This requirement will be extended accordingly to P3 and above children when the other ASD-NC school, St. Andrew’s Mission School progressively offers P3 and above and secondary levels.