We do not subscribe to the medical model of disability management. We follow the Finnish approach where teachers facilitate the learning of diverse students – often within the same classroom – without reference to medical diagnoses. Finnish teachers are not allowed to make medical diagnoses on an informal basis and are conscious of the potentially damaging effect of implicit biases. We have worked with students who do not fit the stereotypical profile of the flexible, focussed, self-directed, well-adjusted and well-rounded ‘model’ pupil. We collaborate with, or refer students to, other service providers such as academic subject specialists, therapists, counsellors, psychologists and psychiatrists as necessary.
Frequently Asked Questions
We do not provide personalised coaching to fresh law graduates and newly called lawyers. We also do not provide assistance with placements at law firms or recommendations and testimonials for submission to prospective employers in the legal sector.
Our view is that fresh law graduates and newly called lawyers are best prepared for practice within the official postgraduate legal education framework and at their respective workplaces. Young lawyers quickly discover that their seniors at work are often preoccupied with multiple responsibilities and are not necessarily easy to approach, let alone engage. Furthermore, for better or for worse, not every workplace offers a structured training programme. However, a young lawyer may study the relevant literature, familiarise himself/herself with the workplace culture, note unwritten social and other rules and figure out how to compete – in a responsible and ethical manner – for the attention of seniors and access to interesting work. In the private sector, young lawyers are sometimes assessed, in part, with reference to their ability (or lack thereof) to do so.
If, nonetheless, you feel that external coaching would be beneficial, you may choose to seek out specialist legal skills trainers who assist with various aspects of lawyering such as legal analysis and strategy, legal drafting, court craft, client care and legal ethics. At Tukija, we work on context-independent skills and perspectives distilled from legal theory, common law legal method, case law and practice rather than the actual legal technicalities.
Su Yin is registered as a life skills instructor with the MOE. She is also WSQ certified (ACLP). We work with both Singapore National Institute of Education (NIE)-trained specialists and their non NIE-trained counterparts, as the circumstances require, to provide academic support. We do not offer any WSQ courses. Our process facilitation work in Singapore is conducted within the International Institute for Facilitation framework.
We subscribe to the view that learning can be transferred across subjects, physical contexts, social contexts, time periods, functions and modalities (Woolfolk, 2016). That said, context-independent skills go hand in hand with domain-specific ones.