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By Caroline I. Magyar

Schooling and psychological well-being execs will welcome the data and assets during this publication, so one can improve the best way they procedure the daunting job of constructing and comparing systems-level academic courses for college kids with ASDs.

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Formal and informal educational settings; 4. face-to-face and online training/learning; 5. learning in school and after schooling as in life-long learning; 6. formative and summative assessment modes; and 7. real world work and school work. These are issues Asian countries are faced with or will soon be facing. As a result of these developments, cultural norms will evolve in the midst of ICT advancements. The regions of Hong Kong, Korea, Singapore and Taiwan seem to be more progressive in the adoption of ICT technologies.

Learning communities through ICT technologies such as Knowledge Forum are implemented in various schools and plans are underway to foster a community-like environment for teachers to engage in the design of project work for K-12 students. International collaborations are also being fostered where similar research studies are conducted. In the above example on Knowledge Forum, collaborations are made with Ontario Institute of Studies in Education, University of Toronto and the University of Hong Kong.

The issue of assessment is a crucial concern for local Singapore schools. Besides the emphasis on examinations, authentic assessment practices are being formulated such as the use of digital portfolios and other forms of formative assessments. While Singapore schools have been ranked as one of the best in the world, particularly for their performances in international examinations, they have now to consider balancing other forms of multiple assessment modes to complement summative examinations.

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