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UnITE SpLD 2017 - Pre Conference
This pre-conference event is open to Conference Attendees only. It is an additional event for those who would like to experience the unique teaching methods DAS uses when supporting students with learning differences.

DAS also offers the opportunity to visit 2 DAS Learning Centres.

(Limited tickets available)

A peek into how we expand the minds of our students

Sridhar Pratyusha, Senior Educational Therapist, Dyslexia Association of Singapore
Sharyfah Nur Fitriya, Senior Educational Therapist, Dyslexia Association of Singapore
Tarsheeni Rajoo, Educational Therapist, Dyslexia Association of Singapore

Research has shown that quality interaction between adults and children - where children are effectively engaged - plays a central role in strengthening their natural disposition to learning (Bruner, 1999, Wood & Bennett, 1999). The Mediational Intervention for Sensitizing Caregivers (MISC) developed by Klein (1988,1991) is one such model that has widely been researched and has been found to promote quality interactions/engagements between teacher and students (Tzuo & Li, 2010). The MISC model is guided by five principles - focusing (intentionality and reciprocity), affecting (mediation of meaning), expanding (targeting higher order thinking) , rewarding (feelings of competence) and regulation of behaviour (Tzuo & Li, 2010). At Dyslexia Association of Singapore (DAS), Educational Therapists are encouraged to weave these MISC principles into their lessons so as to help students develop critical thinking, enhance creativity, improve problem-solving capacity, create reflectiveness and to build an independent learning capacity. This workshop aims to highlight the practice of MISC at the DAS in a bid to raise awareness of the model and to serve as an inspiration for other teachers to apply these principles in their own classrooms so as to enhance the learning among their students with or without learning difficulties. Keywords: learning difficulties, quality interactions, engagements.

 

Our literacy world: The preschool class at DAS

Thilakam Renganathan, Preschool Teacher, Dyslexia Association of Singapore
Nadia Bte Mohd Ali, Preschool Teacher, Dyslexia Association of Singapore


The preschool programme is designed for the kindergarten one and two students having difficulties with reading, writing and spelling. The small group remediation equips children with learning strategies that can be transferred to their regular classroom setting readily. Through hands-on activities, this workshop will aim to showcase some of these literacy strategies that we have used to equip our students with.

 

Literacy and Assessment using the iPad: Attitudes Towards New Technology In Teaching Dyslexics In Singapore: The Case Of The Mimio Teach Smart Bars

Soofrina Binte Mubarak, EdTech Coordinator, Dyslexia Association of Singapore

Technology has been an important factor in teaching over many years, with recent advances opening up many new opportunities for teachers. However, reactions to this new technology have been mixed. In this article, the attitudes and motivation of teachers to engage with this new technology in teaching small groups of dyslexic children were evaluated. Findings indicated a generally positive attitude towards the use of Mimio Teach Smart Bars, with some evidence for problems in setting up the equipment for some of the participants. The majority of participants intended to use this technology regularly. Moreover, the pupils who had taken part showed generally high motivation towards continued use of Mimio Teach Smart Bars, reflecting their confidence as 'digital natives'. Implications of these findings for potential improvement in literacy will be discussed.

 

Insights: Strategies in the Exam Skills Classroom

Andy Wang, Senior Educational Therapist, Dyslexia Association of Singapore
Siti Halimah, Senior Educational Therapist, Dyslexia Association of Singapore


The English Exam Skills Programme (EESP) was introduced with the primary aim of helping primary school students cope with English examination needs in the hope of enhancing their confidence and preparedness for the Primary School Leaving Examination (PSLE) English paper in Primary Six. A comprehensive and detailed study of the performance of Primary 5 (P5) and Primary 6 (P6) students enrolled at the DAS centres in their schools' English Exams demonstrated their struggles in four key components of the English Exam Paper 2 – Grammar, Editing, Synthesis & Transformation and Comprehension (open-ended). This workshop presents a sample of strategies we use in the EESP to teach struggling learners some of the components mentioned.

 

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