The Movement for the Intellectually Disabled of Singapore (MINDS) is a leading social service organisation dedicated to empowering persons with intellectual disabilities (PWIDs) across their lifespan through tailored programmes in special education, vocational training, life skills development, and allied services.
As part of its Business Continuity Management (BCM) framework, CBF-3 Special Education, Training, and Development Programmes ensures that educational and developmental services critical to client development continue with minimal disruption during crises (e.g., pandemics, environmental events, or operational challenges).
This chapter identifies and details the sub-critical business functions under CBF-3 that are essential to sustaining MINDS’ educational and developmental outcomes for clients, including children and adults with intellectual disabilities.
MINDS operates four special education schools with holistic, learner-centred curricula; conducts training and development activities for both life skills and vocational skills; and coordinates allied support services to maximise each individual’s growth and independence.
Disruptions to these programmes would significantly impact clients’ developmental progress and long-term wellbeing, making continuity planning for these processes vital.
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Sub-CBF Code |
Sub-CBF |
Description of Process / Activity |
Examples (in MINDS context) |
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3.1 |
Special Education Delivery |
Delivery of structured academic and life skills curriculum to students with intellectual disabilities. |
Implementing learner-centred lessons covering English, Maths, social skills, health education and supported by multidisciplinary support across MINDS’ four SPED schools. |
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3.2 |
Individualised Learning Planning |
Developing and maintaining personalised learning plans that reflect each student’s abilities and progression goals. |
Education teams at MINDS schools create Individualised Education Plans (IEPs) to tailor learning pace, goals and support, particularly for students requiring high support. |
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3.3 |
Life Skills and Independent Living Training |
Instruction and practice in daily living skills essential for independence and community participation. |
Teaching students money competence, public transport training, personal grooming and domestic tasks within school and community contexts. |
|
3.4 |
Vocational Preparation and Work Exposure |
Preparing students (especially older youth) with pre-vocational skills and work behaviours. |
Senior programme students engage in model work tasks, participate in simulated job attachments or WSQ modules in areas such as food hygiene and cleaning. |
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3.5 |
Allied Support Services Integration |
Coordinating therapy and allied health inputs to support learning and development. |
Speech & language therapy, occupational therapy, physiotherapy and psychology services integrated into education plans to support cognitive, communication and motor development. |
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3.6 |
Special Student Care and Enrichment Activities |
After-school and enrichment programmes that complement core education. |
Special student care centres providing structured activities such as critical thinking exercises, cooking classes, or motor skills activities to reinforce school learning. |
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3.7 |
Assessment & Progress Monitoring |
Systematic assessment and review of student performance and programme outcomes. |
Termly assessments, behavioural reviews and progress meetings to adapt teaching strategies and learning goals. |
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3.8 |
Training Staff Capability & Development |
Continuous professional development and training for educators and support staff. |
Providing staff training in specialised teaching strategies, inclusive practices, and crisis response adaptations to ensure quality delivery. (Implicit in programme quality) |
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3.9 |
Parent and Caregiver Engagement |
Engaging families to support learning continuity at home and across transitions. |
Parent workshops, caregiver briefings and education updates to reinforce learning routines beyond school. (Consistent with holistic strategy) |
MINDS’ CBF-3 Special Education, Training, and Development Programmes underpin the organisation’s mission to maximise the development and well-being of persons with intellectual disabilities through structured education, tailored training, and holistic support.
The sub-critical business functions identified — from curriculum delivery and individualised planning to allied support and caregiver engagement — represent core processes that require robust continuity planning.
These ensure that, even in the face of emergencies, learners continue to receive essential services with minimal disruption.
By clearly mapping out the detailed business processes supporting CBF-3, MINDS can enhance resilience, maintain service quality, safeguard client development outcomes, and uphold its strategic commitment to empowering PWIDs to participate meaningfully in society, regardless of external challenges.
Note that the icon marked with [x] is under construction
Implementing Business Continuity Management for MINDS: Ensuring Continuity of Care and Services |
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| eBook 3: Starting Your BCM Implementation |
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| MBCO | P&S [x] | RAR T1 [x] | RAR T2 [x] | RAR T3 [x] | BCS T1 [x] | CBF List |
| CBF-3 Special Education, Training, and Development Programmes |
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| DP | BIAQ T1 | BIAQ T2 | BIAQ T3 | BCS T2 [x] | BCS T3 [x] | PD [x] |
To learn more about the course and schedule, click the buttons below for the BCM-300 Business Continuity Management Implementer [BCM-3] and the BCM-5000 Business Continuity Management Expert Implementer [BCM-5].
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Please feel free to send us a note if you have any questions. |
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