1. What inspired you to begin your journey as an Educational Therapist, and how has your experience at DAS been so far?

My inspiration to begin my journey as an Educational Therapist started when I observed students in the SDA (Speech and Drama Arts) programme struggling to read simple words, grappling with poor working memory, and facing challenges in processing information. It became clear to me that these difficulties didn’t just affect their English language skills but also impacted their self-esteem and confidence. Witnessing their struggles ignited a strong desire in me to bridge these learning gaps for students with dyslexia, not only to support their academic growth but also to nurture their sense of self-worth and resilience.

Since joining DAS, my experience has been incredibly fulfilling. I’ve had the opportunity to work alongside dedicated professionals, receive specialised training, and witness first-hand the transformative impact of tailored interventions. It’s a privilege to be part of an organisation that champions inclusive education and empowers every child to realise their full potential.

2. How has working with students at DAS enriched your perspective on education and helping learners with dyslexia?

Working with students at DAS has deepened my belief that education is, and should always be, holistic, that is, going beyond just academic achievements. It has taught me that students with dyslexia and other additional needs possess unique talents and skills that deserve to be recognised and nurtured.

While academic progress is important, I have learned that true education also means fostering a growth mindset, that is, helping students see their potential, build resilience, and celebrate their strengths. I’ve witnessed incredible moments through programmes like SDA and ArtVenture, where students express themselves creatively, build confidence, and showcase their artistic talents. Rather than focusing solely on their challenges, I strive to highlight their abilities and empower them to overcome obstacles with confidence. This perspective has not only shaped the way I support my students but has also reinforced my commitment to creating an inclusive and encouraging learning environment, one where every child feels valued, capable, and inspired to succeed.

3. Can you describe your training experience at DAS and how it prepared you for the challenges and rewards of teaching students with specific learning differences?

DAS places a strong emphasis on staff professional development, ensuring that Educational Therapists are well-equipped with the knowledge and skills necessary to provide high-quality interventions to students. Hence, my training journey began in my first year with the Certificate in Dyslexia Studies, followed by a Specialist Diploma in Educational Therapy. These courses were both intensive and comprehensive, blending theoretical knowledge with practical application. They provided me with a deeper understanding of dyslexia and taught me how to tailor interventions to meet the diverse needs of students at various levels.

In my second year, I completed a Post-Graduate Certificate in Special Educational Needs/Additional Learning Needs, which further expanded my research-based understanding of dyslexia and related learning differences. Additionally, DAS offers ongoing professional development through short courses and training sessions, provided by the DAS Academy, the Educational Advisory team, and the Edu Tech team. These opportunities allow Educational Therapists like me to stay current with the latest research, tools, and best practices in the field.

In essence, this robust training framework has empowered me to navigate the challenges of working with students with learning differences, while also enjoying the immense rewards that come with making a meaningful impact on their lives.

4. What are some of the key moments you’ve had with your students that stand out in your journey so far?

As an Educational Therapist, I have had the privilege of building positive relationships with my students, fostering an environment of open communication, active listening, and deep learning. Some of the most memorable moments in my journey have been witnessing the incredible progress my students make, no matter how small it may seem at first.

One standout experience was seeing some of my lower primary students’ progress from struggling to blend simple CVC words to confidently reading short sentences all within just one term, after 10 weeks of targeted intervention. The bright smiles on their faces, glowing with a sense of achievement, were truly heart-warming.

What made these moments even more special was sharing their progress with their parents. I could see the pride and relief in their expressions, knowing that their children were finally getting the support they needed. These key moments are a constant reminder of why I do what I do, which is to empower struggling learners with the right intervention and help them unlock their potential. They also inspire me to continuously grow as a therapist, always seeking new ways to better support my students’ learning journeys.

5. Beyond teaching, have you been involved in any DAS initiatives or events that have allowed you to give back to the community?

At DAS, the work we do goes far beyond classroom interventions. It is about building a supportive community and raising awareness for learners with dyslexia. I’ve had the privilege of volunteering at events like the Students’ Graduation and Award Ceremony, where we celebrate the remarkable progress of our students, and the DAC Graduation Ceremony, honouring the dedication and growth of our educators.

In addition to these celebrations, DAS actively organises public awareness events to shed light on dyslexia and the importance of early intervention. Being part of these initiatives has allowed me to engage with the wider community, sharing DAS’s mission and goals, and helping more people understand how we can support struggling learners in Singapore.

These experiences have been incredibly rewarding, reinforcing the idea that as Educational Therapists, our impact doesn’t stop at the classroom door. There is a larger purpose, that is, to inspire, advocate, and extend our reach so that more children receive the help they need. I look forward to contributing to many more of these meaningful events and encourage others to join in, because together, we can create a more inclusive and supportive learning environment for all.

6. How do you see yourself continuing to grow in your role as an Educational Therapist at DAS?

As an Educational Therapist at DAS, I see growth as a continuous journey, not only in refining my teaching strategies but also in deepening my understanding of how to better support students with dyslexia and other learning needs. I aim to further enhance my skills through ongoing professional development, collaborating with my peers, and staying updated on the latest research and interventions.

DAS is an organisation that offers numerous opportunities for its staff to grow professionally, and I am grateful to be part of such an environment. Looking ahead, once I have gained a wealth of experience and knowledge in my current role, I aspire to take on a more guiding role, for example, mentoring and supporting prospective Educational Therapists. I hope to contribute by sharing insights from my own journey, possibly through lecturing, to inspire and prepare the next generation of educators.

Ultimately, my goal is to grow into a more impactful educator, one who not only bridges learning gaps but also empowers students to recognise their strengths. I look forward to evolving alongside DAS, supporting its mission, and making a lasting difference in the lives of the learners we serve.

7. What motivates you to help students with dyslexia achieve their full potential, and how do you envision contributing further to their success?

What motivates me to help students with dyslexia achieve their full potential is the belief that every child, regardless of their learning challenges, has unique strengths waiting to be unlocked. Through my experience at DAS, I’ve seen how the right interventions can empower students, not just to overcome obstacles, but to thrive academically and personally. The moments when students grasp a concept, gain confidence, or share their progress with pride are some of the most rewarding parts of my role. These milestones fuel my passion for helping them reach their fullest potential.

I am also motivated by the incredible growth I have witnessed in my own journey as an Educational Therapist at DAS. The organisation’s commitment to professional development and the opportunities to continually expand my knowledge have equipped me with the tools to make a lasting impact.

Finally, my vision is to continue to be a part of a community that fosters growth, self-belief, and academic success for students with dyslexia and other learning needs. By staying dedicated to my own growth and supporting the growth of others, I believe we can create an environment where every student has the opportunity to succeed and feel valued.