Other than the TMT community builds, there were other customised projects underway at Make Inclusive Tech (MIT) Sundays, a weekly makerspace run by SalvageGarden with support from i’mable, SG Enable’s public education movement. The support enabled MIT Sundays to expand from Punggol Regional Library to three additional libraries in Jurong, Tampines and Woodlands, making assistive design more accessible to communities across Singapore. Persons with disabilities, caregivers, designers and members of the public gathered around the same table to co-create and build assistive tools.

Rather than designing a solution and presenting it to a user at the end, MIT Sundays involved users from the outset, allowing participants to understand not only what a device needed to do, but also how it fits into a person’s everyday life.

Beyond the functional fix

Assistive technology is often assessed by whether it helps a person perform a task more easily, safely or independently. Lin Yi Wei, an occupational therapist who volunteers at SalvageGarden, had seen how standard clinical recommendations could sometimes overlook the routines and preferences that made daily life feel familiar. Limited time and resources in healthcare settings could make it difficult to develop solutions tailored to individual needs after discharge. For her, assistive design was also about recognising the everyday details that mattered to the person.

“Sometimes the simplest solutions for things we take for granted can make the biggest difference,” she said.

One MIT Sundays project involved adapting chopsticks for a person recovering from a stroke. A conventional recommendation might have been to switch to a fork because it was easier to grip. Instead, the group explored how the chopsticks themselves could be modified.

The resulting prototype adapted the grip while allowing the user to continue eating with chopsticks, preserving a familiar routine while addressing the physical challenge.

For Yi Wei, this illustrates an important consideration in assistive design: the objective is not always to find the easiest alternative, but to understand what matters to the person and work from there.

Shaping the solution together

For Leong Chia Jang, co-founder of SalvageGarden, the distinction between receiving a solution and making one is significant.

“It’s not like I came here to buy something,” she said. “It’s that I came here to make something. I am capable of making something.”

That principle shaped how projects were developed at MIT Sundays. Participants could redirect an idea, suggest alternatives or reject a prototype if it did not meet their needs.

Hui Ching, who has been volunteering with SalvageGarden for more than two years, was initially drawn to the programme through her curiosity in 3D printing. Over time, she found that understanding the person using the prototype was just as important as understanding the technology.

“It’s important to know your user,” she said. “ Here, they are sitting across from you, responding in real time.”

That immediacy could change the direction of a project. A design that looked elegant on screen might feel awkward in someone’s hand, while a feature valued by the designer might add little to the user’s experience.

That exchange shaped projects such as a tactile game for players with visual impairment and a custom brush holder for an amputee beautician. The latter was designed around how she handled her tools, supporting her return to her profession. The design process therefore considered not only the physical task, but also the significance of returning to work that was familiar to her.

Learning when to step back

Working directly with users also required volunteers to reconsider their role in the design process.

“Well-meaning people often step in before the person has had a chance to try, respond or say what they actually need,”

Yi Wei observed. At MIT Sundays, participants were given time to handle each prototype, test it and decide what should change.

That same principle guided how volunteers approached the mobility trainer. Rather than assuming what would work best for the child, the focus was on responding to the needs and preferences shared with the team. Yi Wei’s advice to volunteers was simple: “Ask for permission. Don’t just take over.”

What travelled beyond the library

The impact of MIT Sundays extended beyond the prototypes produced at the makerspace. For volunteers, it offered a practical way to reconsider how inclusion is approached in everyday settings, from product design and workplace adjustments to simple offers of help.

The custom brush holder offered a clear example of that process. Rather than designing around the task alone, the volunteers considered how the beautician handled her tools and what she needed to return to familiar work. Her experience helped shape the solution, keeping the focus on what worked for her rather than what others assumed would work.

The final outcome was both a piece of assistive technology and a reminder that the person using a solution is not simply its end user.

They are part of the design team.

At the end of a farm tour, Hong An held out a packet of mushroom chips.

“You must try,” he said with a smile.

He had just shown visitors how the farm worked and introduced its composting process. Now, he was handing out Pearl Oyster Mushroom Chips, made for Mushroom Buddies in four flavours, for the group to try.

There was little to explain why Hong An, who has Down syndrome, was leading the tour. The 40-year-old, who was one of the first staff members at Mushroom Buddies, had spent years contributing to the farm’s daily operations, including operating, maintaining and cleaning its composting equipment. He knew the farm and how to welcome people into his workplace. The visitors had met him not as someone who needed assistance, but as their guide.

That is the idea behind Growing Together for Inclusion, a public education project supported by i’mable, SG Enable’s public education movement. Through the project, Mushroom Buddies invited schools, companies and volunteers to visit and work alongside staff with intellectual disabilities and autism.

Founded 15 years ago by the Employment for Persons with Intellectual Disabilities Co-operative Ltd, Mushroom Buddies is Singapore’s first disability-inclusive urban mushroom farm. What began as an experiment in creating meaningful employment has developed into a working business where staff harvest, clean, pack and maintain the farm, while also guiding volunteers and visitors through farm tours and corporate programmes.

For visitors, the farm offers something a brochure could not: the opportunity to work alongside staff and experience first-hand how the farm runs.

Growing More than Mushrooms

Ask most people what a job for someone with an intellectual disability looks like, and the picture tends to be limited: simple, repetitive and closely supervised. Mushroom Buddies’ farm tells a different story. Staff take on structured roles across harvesting, wash-down, composting, trimming, packing, delivery, and other day-to-day operations. They take ownership of their work and, in some cases, grow skilled enough to guide others.

For 23-year-old Frasier Lee, who has autism and global developmental delay, that expertise is particularly evident in wash-down and maintenance. He has worked at the farm for about four and a half years and has developed a reputation for being meticulous. Ong Chin Wah, one of Mushroom Buddies’ co-founders, described his work as “very clean”, adding that he “left nothing behind”.

Frasier was equally clear about the standard he expected. “Must bend down. Wash below the shelves,” he said, demonstrating the technique to newer staff and volunteers.

Making Room for Different Strengths

Mushroom Buddies does not expect every staff member to follow the same path.

Some gravitate towards harvesting. Others find their strengths in maintenance, composting, packing or delivery. The team looks at where individuals can begin, giving some a “longer runway” than others and allowing them to develop through practice.

Even practical decisions are made with this in mind.

The farm starts its workday at about 9.30am, allowing staff who travel by public transport more time to reach work independently. Staff typically work half-days, finishing by noon, an arrangement shaped around the stamina and focus needed for the work. These adjustments reflect the team’s approach: remove unnecessary barriers while maintaining expectations around the work itself.

There is also no rigid interview process in which applicants have to prove themselves before being given an opportunity. Instead, prospective staff are invited to experience the environment and see whether they are comfortable with the work, their co-workers and the volunteers.

“You come and you look at the place, are you comfortable with it? Are your co-workers comfortable with you? Are the volunteers comfortable with you?” Chin Wah said.

The approach does not mean lowering expectations. It means understanding where a person can contribute and creating the conditions for them to do so.

“We tend to underestimate their capabilities,” Chin Wah said. “The best way is to expose them to the work… over time, it becomes second nature.”

That process can take time. But over the years, familiar tasks have become areas of expertise, and staff who once needed support can become the people others look to for guidance.

This is already happening at the farm. Marianne, Hong An and Angela have begun teaching new volunteers how to harvest mushrooms carefully without crushing them, identify which bunches are ready, clean the mushroom logs and wash down the growing containers. Allan has also begun showing new volunteers how to trim different varieties of mushrooms.

When the Volunteer Becomes the Student

The learning did not happen only among the staff.

At the packing station, Jayne, a regular volunteer, worked alongside staff to pack harvested mushrooms. When she first joined, she had little experience interacting with persons with intellectual disabilities and was unsure what to expect. As the group settled into the task, she saw how confidently the staff handled the process.

“After a while, you realise they already know what they’re doing,” she recalled.

Staff often briefed her on the tasks. “They tell me what to do, quite frankly,” she added. She had arrived expecting to guide. Instead, she learnt from the people who knew the farm’s routines and standards better than she did.

The dynamic reflects another principle built into the farm’s volunteer model. Volunteers are there to support staff, but not to take over their work. As Chin Wah put it, the goal was to

“Coach and expand their capabilities, not to do the work for them.”

Over 18 months, volunteering and working alongside the staff changed Jayne’s understanding by allowing her to experience their abilities directly.

Beyond the Harvest

Today, Mushroom Buddies employs eight staff with intellectual disabilities and autism and has a regular team of 50 volunteers. During the i’mable grant period, 17 new volunteers joined the team.

However, its impact reaches beyond the farm. Through its public education efforts, visitors step into the workplace, work alongside staff and experience inclusion first-hand.

As they spend time together, disability becomes less of a focus. Visitors come to know staff through what they do, what they know and the roles they take on.

That familiarity can extend beyond the farm, into workplaces, schools and everyday interactions, replacing uncertainty with a greater understanding of what persons with disabilities can contribute.

Rather than explaining inclusion, Mushroom Buddies gives people the opportunity to experience it.

There was no classroom lecture on disability etiquette or checklist of the “right” thing to do. The moment happened because the students were present and not preoccupied with getting the interaction “right”. It pointed to something often overlooked: while awareness laid the foundation, it was meaningful interaction that dissolved the uncertainty and social awkwardness that could surround disability.

This philosophy underpinned four youth co-design programmes supported by i’mable, SG Enable’s public education movement, in collaboration with DesignSingapore Council’s Learning by Design: Real World Co-Design Platform. Through partnerships with Creativeans, Orcadesign, Design Exchange and Forest & Whale, students worked alongside persons with disabilities as teammates and co-designers, drawing on lived experiences to solve real-world challenges together.

Beyond the checklist

To build a mindset that outlasts a school semester, students first have to unpack what inclusion means. 

Ask any mainstream student what inclusion looks like, and the answers come with rapid-fire certainty: ramps, lifts, and wheelchair-friendly toilets. These are important features of accessibility, but they represent only one aspect of inclusion.

A Hougang Secondary student received feedback after his presentation, gaining first-hand insight from a person with a disability on how practical and meaningful the team’s idea could be in real life.

This gap became clear in Creativeans’ programme with Hougang Secondary School, where students worked with the deaf and hard-of-hearing community to co-design ways to help their peers better understand the community and their everyday experiences. The early sessions surfaced a similar pattern. Students arrived confident in their answers, only to realise through conversations and shared experiences the areas they had overlooked.

“Learning about a community is not only within the classroom,” says Kimming Yap, Managing Director of Creativeans. “You have to interact with real people, the real environment, the real community.”

Through interaction and sharing of lived experiences by members of SADeaf, they realised that accessibility means more than just building wheelchair ramps. They recognised a fresh challenge that they didn’t before, how easily a deaf person can be left out simply because a conversation moves too fast or a joke gets missed.

Hougang Secondary students presented their final ideas aimed at bridging communication gaps, rather than simply building ramps.

Designing from the inside out

Once students see that barriers are human rather than structural, they must confront their own subconscious assumptions.

This is the premise of Orcadesign’s Journey Bright project. Before designing solutions, the students from Rulang Primary School were introduced to environments where their usual ways of navigating the world were unavailable. In Dialogue in the Dark, they navigated everyday spaces entirely through sound, touch, and spatial intuition.  As Jeremy Sun, Project Lead of Journey Bright, explained, this brought up “underlying assumptions” that would otherwise shape a design without anyone noticing.

“Our early ideas were shaped almost entirely by assumptions,”

one student admitted. It was only after working directly with mentors with visual impairment that those ideas were enriched by new perspectives and lived experiences, opening up new possibilities for their prototypes. Instead of developing a standard navigation tool, one group created “Visipoly” — a tactile version of Monopoly. The experience led the student designer to reflect and share that, in designing for inclusion,

“kindness is not enough. Empathy is important.”

Mentors with visual impairment also became judges and assessed the prototypes at the final presentation.

Orcadesign’s Journey Bright helped students turn moments of uncertainty into more thoughtful, user-centred ideas.

Finding common ground through co-creation

Sometimes, the easiest way to find common ground is to build something together. During Design Exchange’s Walk Your Way co-design programme, students from Commonwealth Secondary School partnered with students with mild intellectual disabilities and autism from APSN Delta Senior School to co-design solutions for everyday challenges faced by students.

Early on, one Deltan spoke very little, while some of the other students were worried about saying the wrong thing. The dynamic changed once the teams began working on their ideas. Their attention shifted from their differences to the problem they were trying to solve as a team. Students adapted their pace to one another, while the Deltans contributed ideas and advocated for what they wanted to see in the designs. Working towards the same goal also revealed unexpected common ground. One Commonwealthian noticed that a Deltan classmate was uncomfortable with loud noises, and she felt the same way. “It made it easier to empathise with him,” she said.

Commonwealthian and Deltans presented at the final project showcase.

Commonwealthian and Deltans got hands-on as they brought their prototypes to life.

For the Deltans, co-creation also meant having their ideas heard and acted on. One student reflected: “I enjoy working in a team and sharing my ideas… It made me happy when my friends listened to me and when our ideas were chosen.”

This sense of shared ownership was central to the programme. Students were not simply learning about one another; they were creating something together, with each person bringing their own experiences and ideas to the process. “We didn’t want our students to feel like beneficiaries,” said Edmund Liew, Vice Principal of APSN Delta Senior School.

“We wanted them to know they could contribute as co-creators.”

Shedding the fear of fragility

When the environment is right, the distinctions stop mattering. During Forest & Whale’s Inclusive Play Lab, students from Raffles Girls’ School co-designed board games in inclusive preschools and care homes, with ideas coming from all sides of the table. They arrived thinking they had to be mindful of what to say, when to help, or whether helping too much might get in the way.

The two-day masterclass gave them a way through that uncertainty. Instead of learning about inclusion from a distance, students worked with AWWA Kindle Garden and AWWA Home, learning directly from children, residents, educators and care teams across different life stages and support needs. Through participatory play, tactile exploration and real-world community visits, they began translating what they observed into game ideas, play mechanisms and sensory tools that could help make inclusion feel more natural.

That was what the playground moment brought to life. Once the child started the game, the students realised they did not have to get every word or action exactly right. They just had to be present and join in the fun.

“At first we thought we had to be very careful,” one student reflected. But actually, they’re not fragile.

“We could just treat them like anyone else.”

The shift was simple, but important. The students began to see that interacting with persons with disabilities did not always require extra caution. Sometimes, it simply meant joining in the fun and treating the moment like any other shared experience.

Natural, unscripted moments on the playground showed that children did not need special rules to play together.

Taking inclusion beyond the classroom

Across all four programmes, students became more attentive to who was included in conversations, whose perspectives were missing, and how small adjustments could make participation easier for everyone.

These are subtle changes, but meaningful ones. Inclusion shifts from being an abstract value to a habit of noticing, listening and designing with others rather than for them.

The real opportunity lies beyond the programmes themselves. Every future school project, workplace, community event or neighbourhood interaction becomes another chance to put these habits into practice. While not every environment is intentionally designed for inclusion, every interaction offers a choice about how we respond.

Mindsets do not change overnight. But they do change through repeated experiences. By creating opportunities for young people to collaborate meaningfully with persons with disabilities, these programmes plant something that can continue to grow long after the prototypes are packed away—not just better ideas, but a generation more comfortable working, learning and living alongside one another.

Inspired by the theme Majulah Singapura, Go Beyond!, the artworks reflect the artists’ hopes and aspirations for Singapore while celebrating the unique perspectives and talents that enrich our nation. The participation of children from EIPIC centres marks a meaningful milestone, underscoring the importance of fostering disability inclusion from an early age and creating opportunities for every child to contribute.

The NDP Packs’ artworks also serve as a platform for i’mable, SG Enable’s public education movement, to encourage Singaporeans to celebrate abilities, and build a more inclusive society where everyone has the opportunity to thrive.

Total Defence

“Total Defence” celebrates the six pillars of Total Defence – Military, Civil, Economic, Social, Digital and Psychological Defence – and highlights how every individual has a role to play in safeguarding Singapore. From protecting our security and strengthening our economy to fostering social cohesion, securing our digital landscape and building resilience in the face of challenges, the artwork reflects the collective effort needed to keep our nation safe, united and future-ready.

Meet the Artists

Chua Kian Sian Shane

Rainbow Centre

Margaret Drive School

Rifqah Irdina Binte

Mohammad Rizdwan

Rainbow Centre

Yishun Park School

Serene Kyaw Win

MINDS

Lee Kong Chian

Gardens School

Chloe Lee Xin Tian

Pathlight School

(Ang Mo Kio)

Haris Aiman Lee Bin Lee Muhammad Alfi

Pathlight School

(Tampines)

Tyron Tan Khai Sheng

Works of Hope

Ng Yit Ming (Mimi)

ART:DIS

Our People

“Our People” celebrates the heart of Singapore – its people. Through scenes of everyday life, cultural traditions and shared experiences, the artwork reflects the richness of our diverse communities and the resilience that brings us together, illustrating how every individual contributes to shaping our nation’s identity and future.

Meet the Artists

Muhammad Ihsan Bin Amir

MINDS Towner Gardens

School

Nawal Atteya Binte

Mohammed Aisal

AWWA School @ Bedok

Irfan Safwan Bin Junaidy

Grace Orchard School​

Nicole Fu Ai-Lin

Young Men’s Christian Association of Singapore

Yap Chian Li Natalie

TOUCH Community Services

Crystal Tay

Metta Welfare Association

Eugene Soh

ART:DIS

Our Shared Journey

“Our Shared Journey” reflects Singapore’s remarkable transformation from humble beginnings to the vibrant city we know today. As the nation evolves through time, growing neighbourhoods, thriving industries and an ever-changing skyline illustrate the collective efforts, resilience and aspirations of generations who have shaped Singapore’s progress.

Meet the Artists

Isaac Tan Cheng Khong

APSN Katong School

Nooridah Binte Abdullah

MINDS Woodlands Gardens School

Wong Jun Kang

CPAS School (West)

Shaarvin s/o Siva Kumar

Rainbow Centre

Admiral Hill School

Choong Hui Yi Cloey

MINDS Fernvale Gardens School

Alicia Lee Yew Hoon

Singapore Association of the Visually Handicapped

Abraham Koh

ART:DIS

Our Shared Memories

“Our Shared Memories” draws inspiration from the experiences of generations of Singaporeans, celebrating the stories, traditions and values that have been passed down over time. Together, these memories connect people across generations, fostering a deeper sense of belonging and strengthening the bonds that unite our nation.

Meet the Artists

Muhammad Mishal

Eden School

Adam Chua

Eden School 2

Nur Syakirah Binte Roslan

APSN Tanglin School

Tay Xu Xin Cheradyne

Maitri School

Cheong Hui Yi

St. Andrew’s Autism School

Celine Hooi Ji Woo

CPAS School (East)

Oei Cheng Zhong Jerel

Down Syndrome Association (Singapore)

Linda Wong

ART:DIS

Go Beyond!

“Go Beyond” embodies Singapore’s spirit of resilience, determination and progress, capturing a nation that continues to look ahead with confidence. Through strong communities, bold ideas and the ability to adapt to change, the artwork reflects our shared commitment to building a better future, reminding us that the choices we make today will shape the Singapore of tomorrow.

Meet the Artists

Balvindran Saravanan

Eden Children’s Centre

Mohamed Ean Noah Bin

Mohamed Redza

Fei Yue Wellington Circle (WLC)

Fia Nurazzumi Binti Sugiman

APSN Chaoyang School

Muhammad Radhi Adyan

Bin Mohammad

AWWA School @ Napiri

Justin Chua Wern Tah

Christian Outreach for

the Handicapped

Ong Xin Min

MINDSG Ltd

Phoebe Chua

ART:DIS

Our Future

“Our Future” brings together the hopes and aspirations of our artists through handwritten messages, each offering a personal vision for Singapore’s tomorrow. Shaped by diverse experiences and perspectives, these heartfelt reflections express dreams of peace, inclusion and opportunity. Together, they form a collective vision of hope and optimism, reminding us that Singapore’s future is one that we will continue to shape together.

The NDP Packs in the Spotlight

Our iChamps showcase this year’s NDP Packs, featuring artworks co-created by 36 artists with disabilities.

That belief shapes everything at Wantedly – a recruitment platform built to help people discover jobs they genuinely care about, and to help companies attract talent who align with their mission and values. 

For Andrew, this is more than a corporate mission – it’s personal. He believes that the right job should spark passion, create purpose, and give people a sense of belonging. “That’s when work stops being just a job. It becomes purpose; it becomes belonging.” 

 Andrew giving an introduction at the learning journey session at Social Collider, which featured a panel of persons with disabilities.

That’s also why he has made it his mission to put inclusivity at the heart of the workplace – beginning with Wantedly’s Public Education for Disability Inclusion campaign, Inclusivity is Empowering Everyone!, launched in partnership with i’mable by SG Enable. 

In this campaign, Wantedly opens doors for both employers and jobseekers with disabilities through three initiatives: sharing stories about inclusive employment, holding tours and conversations with inclusive organisations, and providing opportunities through inclusive job listings. 

Social Collider Founder and CEO Russ Neu shares his hiring beliefs, inclusive hiring practices, and vision for the future of an inclusive workplace. 

Stories That Shift Perspectives

Andrew knows the power of a story.

“Sometimes, a single conversation can change how you see the world,”

he shares.

That’s why Wantedly has been spotlighting persons with disabilities who are thriving in their careers, along with the managers who created space for them to succeed. These aren’t just feel-good anecdotes; they’re real, practical proof that inclusive hiring works. 

For instance, Alister Ong, DEI (Diversity, Equity and Inclusion) Client Solutions Lead at Michael Page, has written about navigating conversations around his disability (cerebral palsy) during job interviews, highlighting the importance of honest, open dialogue. 

Keynote speaker Alister responds to a thoughtful question from one of the participants.

“During the interview process, I think about not just sharing how I can be set up for success, but also the strengths that I bring to the table.”

For example, typing may be challenging for me, but I can connect with people in other ways – through conversations and presentations,” he adds.

Similarly, Valerie Ng, a project manager with visual impairment, highlighted how progressive hiring practices and inclusive cultures can empower persons with disabilities to truly excel at work. She manages collaborative projects that drive social impact, and has even led a sighted team overseas to Laos for a community service and learning journey!

Social Collider project manager Valerie Ng speaks at the learning journey session at her office.

She wrote about her unique interview experience with her current employer, Social Collider.

“The conversation was focused on discovering what I truly enjoy doing and understanding my strengths. This approach made the experience feel more authentic and less transactional.”

“These stories matter,” Andrew says. “They spark a thought in employers: maybe we can do this too.” 

Ludus Lab tour guide Jackie Chionh with participants after the tour of the Enabling Village, which was part of his learning journey session.

Experiences That Break Down Barriers 

But Andrew also knows that stories alone aren’t enough. Sometimes, the only way to break down bias is to step into someone else’s world and experience it firsthand. That’s where the idea of learning journeys came in – in the form of immersive events with panel chats and office tours that let people see inclusion in action. 

During the inaugural Inclusive Employment Week, nearly 80 participants, including 10 persons with disabilities, turned up. At a session led by Social Collider, what started as a simple panel quickly transformed into a mini pitch. Persons with disabilities grabbed the spotlight, showcasing their skills directly to HR leaders in the room. For Andrew, it was proof that when you create the right platform, talent doesn’t just show up – it shines.

Ludus Lab tour guide Jackie Chionh taking participants on a guided tour of the universal design elements within the Enabling Village.

And then there was Jackie Chionh, a docent guide with Ludus Lab, an inclusive tourism company, who has a physical impairment due to nerve damage. Jackie led a tour of the Enabling Village with warmth, humour, and energy that was downright infectious. 

During his tour, participants gained a better understanding of inclusive universal design principles, as well as insights into how technology is used in inclusive tourism. By the end of it, one participant was so inspired they made a life-changing decision: to hire their very first employee with a disability. 

“Moments like that make people realise inclusion isn’t just possible; it’s powerful,” Andrew reflects. It’s why he’s committed to continuing these learning journeys – not just to raise awareness among business owners and HR teams, but to help more talents and opportunities find their perfect match. 

 Ludus Lab founder Law Yock Song shares about the intent behind Ludus Lab running inclusive tours in Singapore.

Opportunities That Make It Real 

Of course, inspiration and awareness must lead to action. That’s why Andrew has spearheaded the launch of Singapore’s first inclusive job portal run by a private organisation.

Wantedly Hire, the all-in-one hiring platform that enables employers and jobseekers to get started on their inclusive employment journey.

More than a listing site, Wantedly Hire is built with universal design principles to ensure accessibility. Jobseekers can indicate the accommodations they need, while in the future, employers will also be able to highlight what they provide – creating a transparent, empowering match. 

Job listings on Wantedly’s inclusive job portal that can be filtered by jobseekers’ requirements. 

The portal, powered by Wantedly Hire, also simplifies the hiring process with automated scheduling and smart insights, so employers can focus less on admin and more on building inclusive teams. Since launching, over 20 inclusive job listings have already gone live. 

“Access is one thing,” Andrew says. “But showing employers how others are already putting inclusion into practice? That’s where confidence grows.” 

A Movement, Not a Moment 

The numbers so far speak for themselves: 

But Andrew isn’t interested in treating this as a short-term campaign. For him, it’s about sparking a movement that reflects SG Enable’s mission to change attitudes, increase abilities, and drive action. 

“True inclusion is about shifting culture,” he says. “It’s about proving that everyone has a spark worth recognising.”

Andrew and Alister bantering during the keynote session, as Alister shares his life story and journey towards meaningful employment. 

By spotlighting real stories, they’re shifting perceptions of what persons with disabilities can achieve. By opening doors for employers and jobseekers alike, they’re raising capabilities on both sides. And by matching talent to opportunities, they’re equipping the community to take tangible steps toward inclusion. 

Here’s How You Can Jump In 

Whether you’re an employer or a jobseeker, there’s an entry point waiting for you: 

‍Employers

Jobseekers

Don’t forget, inclusivity isn’t just a policy. It’s about real people, real opportunities, and reimagining what work can look like when everyone gets to play a part.

As Singapore celebrates her 60th birthday, we also mark six years of meaningful collaboration with the National Day Parade (NDP) Executive Committee to feature seven artworks by persons with disabilities on NDP Packs. These artworks were created through workshops conducted by Temenggong Artists-In-Residence and ARTDIS. 41 artists with disabilities came together to co create these unique artworks. The artworks were inspired by the the artists’ past and their hopes for Singapore’s future. Their creativity and contributions reflect the diverse strengths that unite us, standing as a milestone of inclusion and a powerful reminder that our nation’s story is defined not just by progress, but by the voices and talents of all Singaporeans.

Care

Ho Man Boh

Eden School Campus

Muhammad Rifqy Izzat Bin

Mohammad Ridhuan

Rainbow Centre

Yishun Park School

Yong Sue Harn

MINDS Towner

Gardens School

Mohamad Juan Irfan Bin Shamsul

AWWA School @ Napiri

Simon Choo

Maitri School

Ishar Iszryan Bin Mohamed Iskandar

St. Andrew’s Autism School

Mohd Akid Bin Mohd Farouk​

MINDS Fernvale Gardens School​

Elaine Ong​

Pathlight School AMK​

Mohd Firas Bin Mohd Faris

MINDS Lee Kong Chian Gardens School​

Nurshaqirah Ryhana Binte Shamsha​

CPAS School West​

Pan Zhi Wang Kaeden​

Grace Orchard School​

Hirdani Adrean Bin Abdul Halim​

Rainbow Centre Admiral Hill School​

Yusuf Arsyad Bin Mohd Faisal​

Pathlight School Tampines​

Future

Ishar Iszryan Bin Mohamed Iskandar

St. Andrew’s Autism School

Prasad Rajendran

APSN Tanglin School​

Mohd Akid Bin Mohd Farouk

MINDS Fernvale Gardens School

Toh Guo Rong​

MINDS Woodlands Gardens School​

Simon Choo

Maitri School

Yusuf Arsyad Bin Mohd Faisal​

Pathlight School Tampines​

Mohamad Juan Irfan Bin Shamsul​

AWWA School @ Napiri​

Nur Fazira Binte Mohd Nuruddin​

ASPN Chaoyang School​

Mohd Firas Bin Mohd Faris​

MINDS Lee Kong Chian Gardens School​

Glenn Ng​

Eden School​

Nurshaqirah Ryhana Binte Shamsha​

CPAS School West​

Elaine Ong​

Pathlight School AMK​

Contribute

Rihansh Manoj

Chugani

CPAS School East

Pang Yu Qi

Rainbow Centre

Margaret Drive School

Nurshaqirah Ryhana Binte Shamsha​

CPAS School West​

Toh Guo Rong​

MINDS Woodlands Gardens School​

Ho Man Boh​

Eden School 2​

Simon Choo

Maitri School

Glenn Ng​

Eden School​

Mohamad Juan Irfan Bin Shamsul​

AWWA School @ Napiri​

Elaine Ong​

Pathlight School AMK​

Mohd Firas Bin Mohd Faris​

MINDS Lee Kong Chian Gardens School​

Muhammad Fahmy Bin Salleh​

APSN Katong School​

Hirdani Adrean Bin Abdul Halim​

Rainbow Centre Admiral Hill School​

Pan Zhi Wang Kaeden​

Grace Orchard School​

Nur Fazira Binte Mohd Nuruddin​

ASPN Chaoyang School​

Multiculturalism

Christian Tan Wen Siang

Ng Yit Ming (Mimi)

Sage Tan Song Yen

Tan Seok Hong (Zoe)

Toh Si Ying Joycelin

Openness

Tay Bee Lian

Azmi Bin Mahmad

Lee Siang Cheit (Joe)

Shalene Rajasegran

Resilience

Lee Yi Ren

Lee Mu Rong Raemorriel

Ong Kai Xuan

Jayden Ong Jing Xiang

Muhammad Irfan Bin Ishak

Crystal Tay Kai Yun

Tay Hong Yao Brennan

Boldness

Koh Jun Kai

Lee Chee Weng Kenneth

Shifa’ Solihah Binti Azman

Teo Jin Wei Kenji

Mohammad Zulkhari Lutfi Bin Mohd Azam