[BCM] [MINDS] [E3] [BIA] [T3] [CBF] [3] Special Education, Training, and Development Programmes

CBF-3 Special Education, Training, and Development Programmes

The delivery of special education and development programmes at MINDS relies on multiple internal and external stakeholders. Each Sub-Critical Business Function (Sub-CBF) interacts with other business units, vendors, and partners, creating a network of inter-dependencies that must be understood for effective business continuity management.

Understanding these inter-dependencies is essential to:

Identify potential points of disruption that may affect multiple Sub-CBFs.
Prioritize resources and mitigation strategies for high-risk dependencies.
Ensure seamless service delivery for students, staff, and caregivers.

This chapter outlines the internal and external dependencies for each Sub-CBF under CBF-3, specifying whether the dependency is upstream, downstream, or mutual, and describing the nature of the dependency..

Table P5: Inter‑dependencies for CBF-3

Sub-CBF Code	Sub-CBF	Name of Business Unit or Vendor / Supplier / Outsource Partner	Type of Dependency – Internal	Type of Dependency – External	Dependency Direction (Upstream / Downstream / Mutual)	Description of Nature of Dependency
3.1	Special Education Delivery	Academic Staff, Curriculum Team	Yes	No	Downstream	Delivery of lessons depends on curriculum preparation by internal teams and timely scheduling of resources.
3.2	Individualised Learning Planning	Special Education Team, Case Managers	Yes	No	Upstream	Learning plans require accurate student data from assessments and collaboration with allied support services.
3.3	Life Skills & Independent Living Training	Training Staff, Occupational Therapy Unit	Yes	Yes (External Training Equipment Vendors)	Downstream	Programmes depend on internal staff facilitation and specialized equipment sourced externally.
3.4	Vocational Preparation & Work Exposure	Vocational Training Team, Partner Workplaces	Yes	Yes (Industry Partners/Workplace Vendors)	Downstream	Student vocational readiness depends on internal coordination and external workplaces providing work exposure opportunities.
3.5	Allied Support Services Integration	Allied Health Teams (Speech, OT, PT), External Therapy Providers	Yes	Yes (Medical Equipment & Therapy Vendors)	Mutual	Integration requires collaboration between internal therapy teams and external service providers to ensure holistic care.
3.6	Special Student Care & Enrichment Activities	Activity Coordinators, Teachers	Yes	Yes (External Vendors for Arts, Sports Activities)	Downstream	Activities depend on internal coordination and external suppliers for materials, instructors, or venues.
3.7	Assessment & Progress Monitoring	Assessment Team, Data Analytics Unit	Yes	No	Upstream	Assessment depends on input from teaching staff and allied support services to generate accurate student progress data.
3.8	Training Staff Capability & Development	HR & Training Unit	Yes	Yes (External Training Providers)	Downstream	Staff development relies on internal HR coordination and external training vendors for courses and certifications.
3.9	Parent and Caregiver Engagement	Family Support Team, Communication Unit	Yes	No	Mutual	Effective engagement requires coordination with internal teams and feedback from parents; impacts both planning and delivery.

Notes:

Internal Dependency: Dependence on other MINDS business units or internal staff.
External Dependency: Dependence on third-party vendors, partners, or outsourced services.
Dependency Direction:
- Upstream: Inputs or resources required by the Sub-CBF.
- Downstream: Sub-CBF outputs affect other functions or stakeholders.
- Mutual: Two-way dependence for collaboration or service integration.
Description of Nature of Dependency: Explains how and why the dependency exists and its importance to operational continuity.

CBF-3 Special Education, Training, and Development Programmes involve a complex web of inter-dependencies. Disruption in one Sub-CBF can have cascading effects across multiple programmes, internal teams, or external partners.

By mapping and understanding these inter-dependencies, MINDS can:

Identify critical relationships requiring monitoring or backup arrangements.
Strengthen coordination with vendors and internal teams.
Ensure that students’ education, development, and well-being continue smoothly despite disruptions.

This inter-dependency analysis is a key input for business continuity planning, helping MINDS maintain resilience and continuity of essential services..

CBF-3 Special Education, Training, and Development Programmes

Vital records are essential documents, data, and information that are critical to the operation, legal compliance, and continuity of MINDS’ special education, training, and development programmes.

These records support decision-making, service delivery, student tracking, and regulatory reporting.

This chapter identifies vital records for each Sub-Critical Business Function (Sub-CBF) under CBF-3, including the media type, location, and the person or team responsible for their care. By maintaining proper access and protection of these records, MINDS ensures that programmes can continue with minimal disruption during emergencies, IT failures, or other business continuity events.

Table P6: Vital Records for CBF-3

Sub-CBF Code	Sub-CBF	Description of Vital Records	Media Type	Location	In Whose Care
3.1	Special Education Delivery	Lesson plans, curriculum materials, class schedules	Digital & Hardcopy	LMS & Academic Office	Academic Coordinator
3.2	Individualised Learning Planning	Individualised Education Plans (IEPs), student learning profiles	Digital & Hardcopy	Student Records System & Special Education Office	Case Manager
3.3	Life Skills & Independent Living Training	Training modules, session logs, student progress notes	Digital & Hardcopy	LMS & Training Room	Life Skills Trainer
3.4	Vocational Preparation & Work Exposure	Work placement records, vocational assessment reports	Digital & Hardcopy	Vocational Unit Database & HR Office	Vocational Training Coordinator
3.5	Allied Support Services Integration	Therapy reports, medical records, support service documentation	Digital & Hardcopy	Allied Services Database & Therapy Rooms	Allied Health Team Lead
3.6	Special Student Care & Enrichment Activities	Activity plans, participation logs, event reports	Digital & Hardcopy	Enrichment Office & LMS	Activity Coordinator
3.7	Assessment & Progress Monitoring	Assessment results, student performance data, evaluation reports	Digital & Hardcopy	Assessment Database & Academic Office	Assessment Officer
3.8	Training Staff Capability & Development	Staff training records, certification documents, competency reports	Digital & Hardcopy	HR Training System & HR Office	HR Training Officer
3.9	Parent and Caregiver Engagement	Communication logs, meeting notes, consent forms	Digital & Hardcopy	Parent Engagement Database & Family Support Office	Family Support Officer

Banner [BCM] [E3] [BIA] [Summing Up] [P6] Vital Records [BIAQ]

Vital records underpin the effective operation of MINDS’ CBF-3 Special Education, Training, and Development Programmes.

From lesson plans and learning profiles to staff development and parent engagement documentation, these records ensure that critical activities can continue uninterrupted, even in the event of IT failures, disasters, or other operational disruptions.

By clearly identifying, safeguarding, and assigning responsibility for vital records, MINDS strengthens its resilience and ensures continuity of high-quality educational and developmental services for students with intellectual disabilities.

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Implementing Business Continuity Management for MINDS: Ensuring Continuity of Care and Services

[BCM] [MINDS] [E3] [BIA] [T3] [CBF] [3] Special Education, Training, and Development Programmes

Business Continuity Management Certified Planner-Specialist-Expert

CBF-3 Special Education, Training, and Development Programmes

Table P5: Inter‑dependencies for CBF-3

CBF-3 Special Education, Training, and Development Programmes

Table P6: Vital Records for CBF-3

Implementing Business Continuity Management for MINDS: Ensuring Continuity of Care and Services

More Information About Business Continuity Management Courses

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Implementing Business Continuity Management for MINDS: Ensuring Continuity of Care and Services

[BCM] [MINDS] [E3] [BIA] [T3] [CBF] [3] Special Education, Training, and Development Programmes

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Business Continuity Management Certified Planner-Specialist-Expert

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CBF-3 Special Education, Training, and Development Programmes

Table P6: Vital Records for CBF-3

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