Scroll down for detailed timeline

Painting by the Singapore River UOB 01 min

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1 pm to 1.30 pm

Registration and Briefing of Event

Boarding of the bus at DAS Bishan

2 pm to 3.30 pm Activity time
3.30 pm to 4 pm Tea Break
4 pm to 4.30 pm Showcase of Painting
4.30 pm to 5.00 pm

Boarding of the bus back to DAS Bishan

Charity Transparency Award

Dyslexia Association of Singapore was one of the 67 recipients at the 4th Charity Transparency and Governance Awards 2019 and was conferred the Charity Transparency Award by the Charity Council on 3rd December 2019.

The Charity Transparency Awards are a part of the broader scheme of the Charity Governance Awards that are an initiative by the Charity Council. They aim to promote good governance in the charity sector by acknowledging the excellent work of charities while inspiring others to emulate their best practices.

To recognise charities with good disclosure practices, charities that meet the qualifying standards in disclosure under the Charity Transparency Framework will receive the Charity Transparency Awards.
(Source: Charity Council)

 DASCharityTransparencyCharity Transparency Award



Whistle-Blowing Policy (PDF).
Conflict of Interest Policy (PDF).
Reserve Policy, Loan Policy and Investment Policy (PDF).
Engagement of Stakeholder Policy (PDF).




Short Term Programme Details

Open to: Primary 6 (Standard) students

There are 4 classes available at different venues for the June Holidays, please choose one only 

Date: 8 to 12 June 2020
Day: Monday to Friday
Time: 10 am to 12.15 pm

Venue available:

DAS Bishan, DAS Sengkang, DAS Woodlands, DAS Tampines

Course Fee:

$590.00 (Singaporean Students), $655 (Singapore PR and International Students)

(Bursary is available for Short Term Programmes for both DAS and non-DAS students with a diagnosis of dyslexia)

Class Capacity: 8 students per class
Apply now: Click here
Submit your application form and make payment at any DAS learning centre. Click here to locate your nearest DAS Learning Centre

6 Key Ways to Support a Dyslexic Child in Literacy


This article was posted on Bubbamama. 


Most learners with dyslexia suffer from a phonological deficit and phonological awareness influences the ease with which they develop reading and spelling skills. An important first step in improving phonological awareness is rhyme awareness. So, encourage a pre-schooler to sing nursery rhymes and play rhyme games. For slightly older learners, work on smaller units of sounds such as syllables, or single sounds (also known as phonemes)

Rhyme games can take place anytime and anywhere, just ask them to tell you which two of the three words you’ve said are rhymes. Or create a rhyme book – simply cut out pictures from old, discarded books and ask the child to locate a rhyming picture, for instance, a picture of the sun could go with a picture of someone running. Don’t forget to ask them what the word is.

For older children, ask them what the first sound in a word is, ask them to tell you several other words that have the same first sound. This can be played as a game where you take turns coming up with words that have the same starting sound. You can also make them come up with funny phrases that have words that all begin with the same first sound (also known as alliteration)


Most often, we encourage parents to engage their children in reading activities. Even if a child is too young to read, the act of reading to the child has many benefits. The development of listening and oral vocabulary is an important precursor to the development of reading and writing vocabulary. It’s important that parents point to the words as they read so that children can begin to form more concrete associations between the print and the sounds they hear.

Having discussions about what they’ve read is a strategy used to enhance comprehension skills and oracy skills, so read a book that is of interest to the child and ask questions.

Ask the child to retell the story to his/her siblings or grandparents. Or continue the story in his/her own way. Place a series of pictures with some keywords and ask the child to form a story around the picture, using the keyword. Organise storytelling activities as part of family get-togethers. These are fun ways parents can support their learners in their literacy development.


Parents can also aim to engage their children through all their senses. Make learning literacy a multisensory experience. It is said that we retain only ten percent of what we hear and that figure grows every time you include other senses, and you have the potential to retain up to ninety percent of what you hear, see, say and do.

If the child is ready for letter formation, parents can go beyond the pencil and paper methods and use a variety of materials like play dough, whip cream, sparkles, sand and pipe cleaners to encourage them to form letters. When explaining something, like the meaning of a word, verbally model an example, show them what it means through visuals and illustrations and stick these images up on the walls or the fridge while asking the child to produce more examples with you.


Children with dyslexia may often be confused and suffer from low self-esteem as a result of the difficulties they encounter in school. As such, parents’ understanding and support are crucial to raising their confidence in their learning ability. Working together to create expectations on what they can achieve in tests, or a specific task like reading would demonstrate to the children that their parents are partnering them in this learning journey. Recognising achievements, no matter how small they may seem, recognises effort. After all, a journey of a thousand miles begins with and consists of many single steps.


As the children may be too young to represent themselves and seek out the appropriate guidance, parents can support them by advocating for their needs. Many people and professionals are involved in the support of a child, so parents may engage as many of them as possible to work together with them to enable their children towards success.


I highly recommend that parents are fully aware of what dyslexia truly is. Being the parent of a child with dyslexia need not be a lonely experience as they can get connected to a parent network for support and to stay current with news and developments about dyslexia. Parents may also explain to their children about what dyslexia is in ways that they can understand and assure them that they have as much potential as other children and they are loved. When defining dyslexia, parents must not overlook the strengths it offers.

A 2004 British study reported that 20% of entrepreneurs are likely to have dyslexia and in a more recent study from the US, the figures have risen to 35%. Clearly, there are dyslexic advantages, so parents can work towards identifying these in their children and boosting these skills in appropriate ways. Parents can share success stories with their children, describing how many individuals with dyslexia had similar struggles and have worked hard to achieve great success in their fields.


Tips provided by

Geetha Shantha Ram
Director, DAS English Language and Literacy Division, SpLD Assessment Services & Staff Professional Development

Click here to learn more about Geetha

We are a team of professionals working together to provide the best possible service from the identification of dyslexia and other learning differences and providing the most suited remediation for our students.  Our teachers are referred to as Educational Therapists because they go beyond delivering lessons,  they design, implement and evaluate interventions catered to individual needs.  Our lessons are not mass produced but individually tailored.  

We work together to bring out the best in our children.  

  • Educational Therapists 
  • Psychologists 
  • Educational Advisors
  • Curriculum Specialists
  • EduTech representatives



The Dyslexia Association of Singapore helps students who are:

  • Primary 1 to Secondary 5
  • Diagnosed with dyslexia


We also help adults who struggle with literacy. 



Enrolment The Enrolment Process

Who we can help

  • Singaporeans in mainstream school
  • Primary one to Secondary 5
  • Diagnosed with dyslexia


Profiles of students

Banding of students on the Main Literacy Programme (MLP):

  • MLP supports learners with a diagnosis of dyslexia.
  • All students upon entry to MLP will be banded according to abilities and profiles based on their psychological report. Subsequently, the progress of the students will be based on the curriculum-based assessments conducted twice a year, in Terms 2 and 4.


 Band How MLP helps
studentbanding2 Band A

Band A covers emergent literacy skills and students who are assigned to be in this band typically have language or cognitive weaknesses that co-occur with their dyslexia.

studentbanding3 Band B Band B covers functional literacy skills and students who are placed in this band would likely have fairly developed language skills (e.g., verbal scores above 80) but significant basic literacy difficulties (reading and spelling scores less than 80).
studentbanding1 Band C Band C covers functional to advanced literacy skills and students who are placed in this band would likely have fairly developed language skills and some functional literacy skills but continue to struggle with reading fluency, reading comprehension and composition writing.



The primary aim of iReaCH™ is to support learners in Reading Comprehension and Writing to manage higher order tasks expected of them in school through deliberate use of vocabulary instruction and educational technology. The teaching principles emphasised in the development and the delivery of iReaCH™ adhere closely to the Orton-Gillingham (OG) principles to enable learners with dyslexia learn efficiently and effectively. iReaCH™ is developed to provide primary and secondary level students not only with the skills and content knowledge to cope with and excel in Reading Comprehension and Writing but also to increase their confidence and preparedness during examinations. 

Aligned to the mainstream curriculum, the employment of vocabulary instruction coupled with the use of educational technology encourages learners to become inquisitive knowledge seekers, develop their content knowledge and vocabulary necessary to enhance their confidence and competence in Reading Comprehension and Writing.

iReach is NOT funded by the Ministry of Education (MOE), the MOE only supply a grant for the DAS Main Literacy Programme (MLP). 

Apply here.

 iReaCH Flyer draft7 01

28 June 2017 Tips to Learn Chinese the DAS Way
19 Nov 2016  Skills in Solving Maths Problems Confidently 
11 Nov 2016  Equipping your Child with Exam Skills: Reference Tracking in Comprehension Activities 
21 Oct 2016  Skills in Solving Maths Problems Confidently 
12 Aug, 26 Aug 2016 Solving Word Problems using Heuristics
5 Aug 2016 Equipping your Child with Exam Skills: Reference Tracking in Comprehension Activities
27 Jul, 3 Aug 2016 Tips to Learn Chinese the DAS Way
4 May, 14 May 2016 Equipping your Child with Exam Skills: Reference Tracking in Comprehension Activities
3 May 2016 Teaching approaches in SES Maths
22 Apr 2016 Focus Group Discussion for DAS Parents - "Help! My child is struggling with Chinese in School!"
4 Nov, 5 Nov 2015 Helping Your Child Manage English Language Examinations from Primary 3 to PSLE
21 Oct, 23 Oct 2015 Fun and Easy Chinese
20 Oct 2015 Strategies to Help Your Child with Confusing Maths Concepts
5 Mar 2015 Maths Tips: Discovery of Fractions in Word Problems
12 Nov 2014 Brain-Body Functioning and How it can Impact on Learning
8 Nov 2014 What's NEw in PSLE English Language Paper 2?
29 Oct 2014 Is This a Perceptual Difficulty or Just Bad BEhaviour?
11 Oct 2014 Effective Ways to Read with Your Child to Encourage Literacy Learning
24 Sep 2014 Understanding Psychological Assessments
2 Sep 2014 Power Up Maths with Games
27 Aug 2014 Fun and Easy Chinese
13 Aug 2014 Breaking the Code in Word Problems
2 Aug 2014 Annotation Skills
31 Jul 2014 Dramatic Storytelling
25 Jul 2014 Fun and Easy Chinese
24 Jul 2014 Solving Fraction Word Problems
19 Jul 2014 Annotation Skills
19 Jul 2014 Dramatic Storytelling
12 Jul 2014 Annotation Skills

On-site Teaching is a specialist intervention service for schools or organisations at your location. 

Supporting Specific Learning Differences 

Some but not all children have a diagnosis for specific learning differences. However, their symptoms and difficulties in learning are similar to a typical child with learning differences. Many children struggle to cope with academic requirements and need specialised intervention. With established strategies and experience, DAS Educational Therapists and Speech & Language Therapists can provide specialist intervention for children with various specific learning differences. 

Programme Description

On-site Teaching provides support for the following:

  • Dyslexia Remediation
  • SpLD Support
  • Exam Skills (Primary)
  • Maths (Primary)
  • Speech & Language Therapy
  • Speech & Drama


Lessons are tailored to meet the specific learning needs of children in the schools where we provide On-Site Teaching.


For more information, please contact:
Surjati Soekraman
Tel: 6786 0838 or 9729 8531


st logo Charity event paints brighter future for children with dyslexia, raising $371k

These art pieces have been done by students who attended the Artventure Workshops, click here to find out more.

Art pieces are acrylic on canvas.

Charisse Waterfall Mockup Name of Artwork: Waterfall
Description: This is a painting of a waterfall.

A place of relaxation and rejuvenation since now PSLE is over. I would imagine myself being there.

Name of Artist: Charisse
Input from Creative Instructor:
Charisse has been a student in the DAS since she was in Primary 2. She is now in Primary 6 I have seen her almost every week throughout her fours years here. I enjoyed every chats I had with Charisse - she is a very mature and insightful girl. I came to know about her interest in painting when her teacher, Miss Soleha mentioned that she has been asking about the paintings she seen in the classrooms. Charisse has agreed to help us paint and her piece was titled The Waterfall. She shared that this piece shows a place of relaxation and rejuvenation, which is a great depiction of how she feel right after the major exam , PSLE.

Input from DAS MLP Educational Therapist:
Charisse has always been interested in the Arts. She doodles a lot on her worksheets which was when I noticed her interest in drawing. However, that does not mean she is not paying attention. She is able to balance between working hard in her studies and also having fun with the arts and her other interests.Charisse is very fortunate to have an amazing support from her mom and her family to explore the areas that she is interested in. Charisse is nothing but a joy to have in my class throughout the whole 5 years she had been in the DAS. I cannot wait to see the things that she will achieve in the future.
Joseph Mountains Mockup

Name of Artwork: Mountains
Description: This paining represents three words: Innovation, Courage, Integrity.

Name of Artist: Joseph
Input from Creative Instructor:
Joseph has been a student in the DAS since he was in Primary 2. He is now in Primary 6 I have seen him regularly for all these years. Joseph has always been sharing his interesting experiences over the past week - ranging from art class to being in a shooting range. He brought some of his target cards to class too! Joseph participated in one of our Artventure workshops - Entering the world of Manga (Chibi). He has definitely showed great talents and creativity in his work.

Input from DAS MLP Educational Therapist:

Joseph has grown so much over the years that he has been with me in the DAS. He has achieved tremendous success not only in his academics but also in his interests in various activities such as archery and the Arts. He attends various art classes and workshops in NAFA during his free time. He has the amazing support of his parents to hone his talent for the Arts. Although Joseph may seem playful, he puts in a lot of thought for this art piece that he had come up with. It is a meaningful piece for him that marks the end of his trying year with the PSLE.

Lycole Cotton Candy Mockup

Name of Artwork: Cotton Candy
Description: Cotton candy playground. The kids are dancing in the playground. It is a magical world.

Name of Artist: Lycole
Input from Creative Instructor:
Lycole is a student of mine in our Main Literacy Programme (MLP) classes. She has been in my class as young as Primary One. Her passion and enthusiasm for Art can be seen in our daily work. She would doodle whenever she can or when I talk about anything about Arts, she would be smiling. Ever since signing up for the first Art workshop, Lycole has been in every Artventure workshop that cater to her level. I could really feel her enthusiasm before, during and after the workshop. It was certainly a joy to have Lycole in class. I truly look forward to working with her again.
Lycole Fairy Mockup

Name of Artwork: Fairy
Description: I am the fairy. I have the power to make people happy. I go around helping people and bringing smiles to their faces.

Name of Artist: Lycole
Input from Creative Instructor:
Lycole is a student of mine in our Main Literacy Programme (MLP) classes. She has been in my class as young as Primary One. Her passion and enthusiasm for Art can be seen in our daily work. She would doodle whenever she can or when I talk about anything about Arts, she would be smiling. Ever since signing up for the first Art workshop, Lycole has been in every Artventure workshop that cater to her level. I could really feel her enthusiasm before, during and after the workshop. It was certainly a joy to have Lycole in class. I truly look forward to working with her again.
Cheyenne Snowman Mockup

Name of Artwork: Snowman
Description: Snowman makes me happy. I was inspired by winter and cooling weather to paint this.

Name of Artist: Cheyenne
Input from Creative Instructor:
Cheyenne is a student of mine in our Main Literacy Programme (MLP) classes. Her passion and enthusiasm for Art can be seen in our daily work. I could see her eyes sparkle when I shared with her about a painting session for the DAS. Cheyenne has been in three of the many Art workshops conducted here in the DAS. As soon as the workshop ends, she would ask if there will be another upcoming one. I was and still am truly grateful that she enjoyed herself throughout the workshops. It is fun working with Cheyenne as she is creative and has strong determination in everything she does. I look forward to working with her again.
Matilda Before I Knew Mockup

Name of Artwork: Before I Knew
Description: Before DAS, everything in life seems like a mess like this painting. After learning about dyslexia and being in the DAS, everything become clearer and maybe easier.

Name of Artist: Matilda
Input from Creative Instructor:
Matilda is a student of mine in our Main Literacy Programme (MLP) classes.

If my memory serves me well, Matilda mentioned that she wants to be an artist in the future. It was inspiring for me as I recall myself having this dream when I was young. It is apparent that Matilda enjoys the process of art-making. She has volunteered to help me with the decoration of my notice board as well as being excited about my next art project. Matilda created this painting, Before I knew, which she described as the state of mind she had before knowing that she was dyslexic. “It was messy and hectic at that time”, she said. I am thankful that it has been clearer and easier for her after being in the DAS.

Syazwan Deer

Name of Artwork: Deer
Description: This painting consists of a deer, a sun and a moon.

Sun represents the light while moon represents darkness. This deer is to represent growth and persistence. To stay strong in life and no matter how hard you had to try your best.

Name of Artist: Nur Syazwan
Input from Creative Instructor:
I met Syazwan when he was in Secondary 1 after being with another Educational Therapist (Ed.T). A little apprehensive at first, new secondary school, new teachers and Ed.T, new classrooms, I did not know his passion and talent in Arts until much later. Having seen his doodles during class one day, we talked about sketches, paintings and his favourite style - the zentangle (creating beautiful images by drawing structured patterns).

He then showed me various projects he has done in school. It was impressive! This started a constant Art-related conversation before and after class. Syazwan has volunteered to paint two pieces for the DAS, Dream and Dream Big. Both with the focus on dreams and the future. Seeing how Syazwan has progressed, I am confident that he will be a very successful artist in the future.

Syazwan Dream Big

Name of Artwork: Dream Big
Description: This painting is about DAS and how to dream big. I learnt how to learn better.

Now, it helps me to have an open mind, to think about what I want to be or do when I grow up.

Name of Artist: Nur Syazwan
Input from Creative Instructor:
I met Syazwan when he was in Secondary 1 after being with another Educational Therapist (Ed.T). A little apprehensive at first, new secondary school, new teachers and Ed.T, new classrooms, I did not know his passion and talent in Arts until much later. Having seen his doodles during class one day, we talked about sketches, paintings and his favourite style - the zentangle (creating beautiful images by drawing structured patterns).

He then showed me various projects he has done in school. It was impressive! This started a constant Art-related conversation before and after class. Syazwan has volunteered to paint two pieces for the DAS, Dream and Dream Big. Both with the focus on dreams and the future. Seeing how Syazwan has progressed, I am confident that he will be a very successful artist in the future.

How can art help with dyslexia and creativity?

Watch this video on 'Perspectives of Adolescents with Dyslexia: An Insight Through Images' to find out!


Read these articles to find out more too:

Why Art and Creativity are important?

8 Surprising benefits of learning art for children!



Late Dr Jimmy Shiavux Daruwalla, former President of the Dyslexia Association of Singapore, has been awarded a posthumous Pingat Bakti Masyarakat (PBM) by Singapore President Mdm Halimah Yacob.

His award was accepted by Dr Zubin Daruwalla, son of Dr Jimmy Daruwalla and member of the DAS Executive Committee.

Dr Jimmy Daruwalla was the founding President of DAS and served as DAS President until 2016, when he passed away. 

Doctor Daruwalla receiving PBM 2017

Doctor Daruwalla receiving PBM 2017Doctor Daruwalla receiving PBM 2017

Highlights from Preschool Seminar 

Preschool Seminar 2018 Resources
This section will be updated soon!
Preschool Seminar 2017 Resources
This section will be updated soon!
Preschool Seminar 2016 Resources
This section will be updated soon!

DAS receives numerous feedback from parents and students regularly. Here are some highlights of our programmes. 

If you would like to leave any feedback, please email them to

We are grateful to parents for trusting us with your child's education.


My son was diagnosed with ADHD when he was in kindergarten. I did not notice he was dyslexic until he went to primary 1. When he was in primary 1, it started off with the mirror image spelling. I thought something was strange, and I started to do some research on the internet. I thought it was unusual for a kid, who spoke like a mature adult, but severely lacked with his spelling abilities. I went for the free screening at Marine Parade Branch and discovered his dyslexia level was high. I asked how much was  the fee was psychological assessment and the cost for the tuition there, I couldn't afford it as I'm a single parent and I have too many responsibilities to handle on my own. His education worsened as time went by, especially with his spelling. His teacher provided negligible assistance for my son and believed his insufficiencies was simply laziness. As a parent, I believed my son was not that slow at learning but suffered from dyslexia, however, I couldn't afford the fees. I decided to call the DAS in search of advice. I was told I could apply for a bursary and financial assistance can be granted for lower-income family. I decided to apply for the bursary and send my son there for tuition. He started quite late. His reading significantly improved  since going to the classes at DAS. Today, my son took his PSLE, and I was very pleased with the results. As a result of his results, he had the opportunity to attend both academic or technical. He scored 155 for his PSLE. I did not expect him to score high grades, I always tell him, I'm grateful as long as he passed. I did not pressure my kid as I understand his learning abilities. Before getting his results just now, I was preparing for the worst, cause he didn't perform well in his prelims. I am just thankful with the help of teachers at DAS, especially Zaiton who's been instrumental with guiding my son with his PSLE preparation. I really would like to thank DAS for enabling my son's education and providing myself financial assistance and for other needy families. I don't think my son would be able to pass his exam without the help of DAS. I'm so happy that kids, despite their learning differences and financial grievances are able to learn and succeed. Thank you for giving my son the education he needed, that the teachers at school failed to give. Thank you, DAS!

- Parent, November 2019


The DAS Math Programme has met my expectations in building a firm foundation for my son.  The programme is able to simplify and uses more hands-on approach to make mathematical concepts more effective and concrete for the children to understand. The worksheets are not intimidating to him and he thoroughly enjoys attending the classes.  Ms Albel is also extremely patient and understanding with the kids' challenges and difficulty in grasping the computation and perception.  Thank you.  It will be ideal if there's a programme for Secondary School. 

- Parent, Maths Programme, November 2014
Learn more about the Maths Programme

Hi Teacher's Kavitha,
I have shared this with Teacher's Annie of her great recommendation to sign D* for your English Exam Skill.   I am very grateful that you have been motivated D* and build his self-esteem since our last teachers-parents conference. We all, including his English teacher are proud about him by improving by 20+ marks. 

- Parent, English Exam Skills Programme, April 2016
Learn more about the English Exam Skills Programme

N* and E* both had such an enriching experience this year. I’ve seen Evan change from a shy and passive boy to a more confident and sporting boy who is not stage shy! Thank you especially for believing in N* and encouraging him to conquer so many lines! He just loves drama now and we are so absolutely delighted by his developing abilities too. 

- Parent, Speech and Drama Arts Programme, November 2017
Learn more about the Speech and Drama Arts Programme


I find studying in DAS interesting because I learnt a lot of new words and was taught how to spell them. The teachers have very been kind to me. The teachers are: - Ms Zaiton Bakir, Mr Roslan Saad and Ms Rosalyn. They all have made a significant difference in my life from the day of my first lesson in DAS and until this day.

- 2014 Graduate – JPT – Sec 4 NT Student
Learn more about the Main Literacy Programme


I am fortunate to be taught by DAS teachers who have given me the advice to make me who I am today. Thank you, teachers and friends, for creating a great experience for me during my 5 years in DAS!

- 2017 Graduate – Sec 4 NT Student
Learn more about the Main Literacy Programme


Since Primary 2, I have been attending twice-weekly lessons at the DAS Bishan Centre. The teachers are very kind and encouraging. Over the years, they have helped me with my phonics and pronunciations. They have even helped me to improve my writing and comprehension skills.  I would thank DAS and their teachers for making a difference in my language acquisition.

- 2017 Graduate – Sec 4 NT Student
Learn more about the Main Literacy Programme


I have been in DAS for seven and a half years. Ever since I joined DAS, I have seen significant improvement in my studies. DAS has helped me overcome my problems in reading. My experience in DAS is something which has helped me to get better grades in school.

- 2017 Graduate – AMK - Sec 3 NT Student
Learn more about the Main Literacy Programme


DAS has been very helpful. I have learnt to read fluently and differentiate ‘d’ and ‘b’. I also learnt to use morphology to help me understand the meanings of words and useful comprehension skills. I feel accomplished and am thankful to all the teachers who have taught me so far.

- 2017 Graduate – TPN - Sec 1 Student
Learn more about the Main Literacy Programme


* Names have been shortened for privacy.

Check out all the fun staff and students have at DAS!


UNITE SpLD Conference 2019

DAS Student Graduation 2018

UNITE SpLD Conference 2018

DAS Student Graduation 2017

Speech and Drama Arts (SDA) Year-end Production 2017 - Journey of the Legends

A checklist for dyslexic adults will not provide enough information for a diagnostic assessment, but it can be very useful in promoting a better self-understanding and a pointer towards future assessment needs.

Below are the questions that were found to be more predictive of dyslexia (as measured by prior diagnosis). In order to provide the most informative checklist, scores for each answer indicate the relative importance of that question. Alongside each line, you can keep a tally of your score and at the end find a total. For each question, circle the number in the box which is closest to your response.


    Rarely Occasionally Often

Most of the 

1 Do you confuse visually similar words such as cat and cot? 3 6 9 12  
2 Do you lose your place or miss out lines when reading? 2 4 6 8  
3 Do you confuse the names of objects, for example, table for chair?  1 2 3 4  
4 Do you have trouble telling left from right? 1 2 3 4  
5 Is map reading or finding your way to a strange place confusing? 1 2 3 4  
6 Do you re-read paragraphs to understand them? 1 2 3 4  
7 Do you get confused when given several instructions at once? 1 2 3 4  
8 Do you make mistakes when taking down a message from a voice call 1 2 3 4  
9 Do you find it difficult to find the right word to say? 1 2 3 4  
10 How often do you think of creative solutions to problems? 1 2 3 4  
    Easy Challenging Difficult Very Difficult Score
11 How easy do you find it to sound out words such as e-le-phant? 3 6 9 12  
12 When writing, do you find it difficult to organise thoughts on paper? 2 4 6 8  
13 Did you learn your multiplication tables easily? 2 4 6 8  
14 How easy do you find it to recite the alphabet? 1 2 3 4  
15 How hard do you find it to read aloud? 1 2 3 4  




The research and development of the checklist has provided valuable insight into the diversity of difficulties and is a clear reminder that every individual is different and should be treated and assessed as such.  However, it is also interesting to note that a number of questions, the answers to which are said to be characteristics of dyslexic adults, are commonly found in the answers of non-dyslexics.

It is important to remember that this test does not constitute an assessment of one’s difficulties. 

It is just an indication of some of the areas in which you or the person you are assessing may have difficulties.  However, this questionnaire may provide a better awareness of the nature of an individual’s difficulties and may indicate that further professional assessment would be helpful.

Whilst we do stress that this is not a diagnostic tool, research suggests the following:


Research results: no individual who was diagnosed as dyslexic through a full assessment was found to have scored less than 45 and therefore it is unlikely that if you score under 45 you will be dyslexic.


Research results: most of those who were in this category showed signs of being at least moderately dyslexic.  However, a number of persons not previously diagnosed as dyslexic (though they could just be unrecognised and undiagnosed) fell into this category.


Research results: all those who recorded scores of more than 60 were diagnosed as moderately or severely dyslexic.  Therefore we would suggest that a score greater than 60 suggests moderate or severe dyslexia.  Please note that this should not be regarded as an assessment of one’s difficulties. But if you feel that a dyslexia-type problem may exist, further advice should be sought.

Copyright Ian Smythe and John Everatt, 2001

If you would like to download the Adult Dyslexia Screening Test, click here



British Dyslexia Association—Adults Checklist
International Dyslexia Association—Self-Assessment Tool
Dyslexia Centre—Am I dyslexic

The Dyslexia Association of Singapore (DAS) is currently working towards a programme that will provide support for Adult Dyslexics, if you need further information we recommend the information on adult dyslexia support from our international dyslexia partners:

International Dyslexia Association:
British Dyslexia Association:

If, after completing this checklist, you would like to talk to us about an assessment please contact us at:  6444 5700



If you are experiencing difficulties in learning, studying or organising you may wish to consider the Adult Dyslexia Assessment.  

A comprehensive assessment has many benefits, such as:

  • Gaining insight into the nature of the difficulties you might be experiencing
  • Diagnosing specific learning differences, such as dyslexia
  • Identifying your areas of strength and challenges
  • Maximising your potential an improving the quality of life.


Information updated September 2019


SpLD Assessment Services (SAS) comprises of a team of Registered Psychologists and Specialist Psychologists who receive intensive training to ensure that they are well skilled to carry out psycho-educational assessments.

Once the child has been diagnosed to have dyslexia and/or other learning difficulties and is found suitable for DAS programmes, the psychologists would then determine the learner's profile. Each child has his/her own unique profile which identifies their strengths and weaknesses. Hence, it is vital that DAS psychologists differentiate the child's learning needs even after the diagnosis. This enables DAS educational therapists to select appropriate educational goals that target the child's needs closely.

The progress of every student is monitored and reviewed by DAS educational therapists every six months. After three years, psychologists may conduct review assessments to determine the child's overall progress since his/her previous assessment. This assessment may also determine if the child is eligible for access arrangements for national examinations.


For parents/caregivers who have submitted applications for assessments, our team will be in touch with you as soon as we can. We seek your patience and understanding as we work to ensure that assessments are conducted safely. 


Please note that our fast-tracked assessment service has been temporarily suspended as we are experiencing a high assessment volume due to the circuit breaker period. Nonetheless, applications will still be processed within our prevailing assessment wait time. 

Should you have any queries, please call our hotline at 64445700, or email us at 



I am writing to thank the Dyslexia Association of Singapore (DAS) for all you do for the special needs community in Singapore, and specifically, for my family.

Your testing services and experts helped set us on the right path to getting the assessment and help that my son needs. Before coming to DAS, my husband and I were at a loss as to where to seek reliable and professional help for my son. We weren’t even certain where to begin looking.Luckily for us, we were told to look up DAS.

We really appreciate the fact that we could refer our son to you for testing without needing another medical or educational professional to support the referral. The said professionals we consulted all neglected the signs that something was amiss. 

Although the tests showed that my son was not dyslexic, they did surface some unusual results. Most importantly, your psychologist not only recommended that we consider having him tested for autism, she recorded that opinion in her official report.  With that crucial recommendation in hand, we were able to secure a polyclinic doctor’s referral to the Child Guidance Clinic at the Health Promotion Board. The fact that DAS is a well-respected, non-profit organisation went a long way in ensuring that the polyclinic doctor took our son’s case seriously.

Our son was eventually diagnosed with Autism Spectrum Disorder, dyspraxia and Attention Deficit Hyperactivity Disorder. This led to him receiving the therapy and educational accommodations he needs.

In short, although my son’s condition did not fall under the direct purview of DAS, your organisation and its people were pivotal for him to eventually get the support he needs.

And for that, my family and I are most grateful.

Yours faithfully,

Mrs Eileen Aung-Thwin 


Find out more about our Assessment fees here

The Asia Pacific Journal of Developmental Differences (APJDD) will be unique in addressing a range of special educational needs including dyslexia, autism, dyspraxia, dyscalculia, ADHD in the Asian context. The journal will cover theory into practice and will provide a showcase for research in the Asian context as well as highlighting research areas that have implications for further research within Asia and beyond.

Vol 1, No 1 (Jan 2014) Vol 1, No 2 (Jul 2014)
Vol 2, No 1 (Jan 2015) Vol 2, No 2 (Jul 2015)
Vol 3, No 1 (Jan 2016) Vol 3, No 2 (Jul 2016)
Vol 4, No 1 (Jan 2017) Vol 4, No 2 (Jul 2017)
Vol 5, No 1 (Jan 2018) Vol 5, No 2 (Jul 2018)
Vol 6, No 1 (Jan 2019) Vol 6, No 2 (Jul 2019)
Vol 7, No 1 (Jan 2020) Vol 7, No 2 (Jul 2020)

Link for Article Submission:  ARTICLE SUBMISSION

Editorial Board 



Emeritus Professor Angela Fawcett

Professor Angela Fawcett, DAS Research Advisor, Emeritus professor at Swansea University, Honorary Professor, University of Sheffield. Former editor-in-chief of Dyslexia an international journal of research and practice, from 2004 -2010, and currently Executive Editor of that journal. Professor Angela Fawcett is a leading international researcher into dyslexia and other developmental disabilities, encompassing a range of theoretical and applied contributions to this field. Her approach is broad and interdisciplinary ranging from child and cognitive development to educational screening and intervention, as well as developmental cognitive neuroscience. She is the Vice President of the British Dyslexia Association and also the Former Chair and Director of the Centre for Child Research at the Swansea University, UK.

Executive Editor

Professor John Everatt,
University of Canterbury, New Zealand

John Everatt is a Professor of Education in the College of Education, University of Canterbury, New Zealand. He received a PhD from the University of Nottingham and has lectured on education and psychology programmes at universities in New Zealand and the UK. His research focuses on literacy acquisition and developmental differences, including work considering how literacy difficulties and dyslexia relate to aspects of language, behaviour and emotion.

Managing Editor

Deborah Hewes
Head – Publicity and Publications, Dyslexia Association of Singapore

Associate Editors



The APJDD takes the issue of retractions very seriously, and the editor has conferred with the full editorial board in producing this statement.  In line with the requirements of major academic journals, the APJDD will continue to monitor publications for retractions.   No future citation will be permitted for articles that have been retracted and a correction will be issued if any such article is published in error. In the case of citations prior to retraction, no such correction will be issued, in line with the policy for other journals of this type.  Please contact the editor in the first instance if there are any concerns. COPE guidelines have been accessed in preparing this guidance.

Articles published in the APJDD should be original work that has not been published in this form elsewhere. In rare instances where previous publication has been made, this will be fully acknowledged. 
Scientific Review Committee

In common with a number of other academic journals, we are now setting up a scientific committee of reviewers to assist the editor and editorial board in the review process.  In forthcoming issues, a list of members recruited internationally will be presented, with a short bio for selected members published in each issue.

  • Dr Shaimaa Abdelsabour, Researcher and Teacher of English, Ministry of Education, Kuwait
  • Dr Yousuf ALmurtaji, Lecturer, Public Authority for Applied Education & Training, Kuwait
  • Dr Amanda Denston, Researcher, University of Canterbury, NZ 
  • Pei Yi Fong, Specialist Psychologist, Dyslexia Association of Singapore
  • Dr Janet Hoskin, Senior Lecturer Special Education
  • Kwok Fuyu, Research Fellow, NIE, Office of Education Research
  • Edmen Leong, Director, Specialised Educational Services, Dyslexia Association of Singapore
  • Dr Emma Moore, Edinburgh University, Department of Music
  • Sharyfah Nur Fitriya, Senior Educational Therapist & Educational Advisor, Dyslexia Association of Singapore
  • Suvarna Rekha, Consultant Psychologist at IIIT-H  and Moolchand Neurocenter
  • Dr Amir Sadeghi, Assistant Professor for the Department of English Language Teaching, Islamic Azad University
  • Ami Sambai, Assistant Professor, Osaka Educational University
  • Perle Seow, Specialist Psychologist, Dyslexia Association of Singapore
  • Dr Pawadee Srisang, Lecturer, Science and Arts, Burapha University, Chantaburi campus, Thailand
  • Thomas Wilcockson, Lecturer, Loughborough University

Research Committee 2019 web

Enquiries: Please email

DAS welcomes research proposals by the public.

If you wish to submit your research proposal, please complete this form and submit to DAS.

Timeline for research to be approved by the committee 

  • Research Committee will revert with feedback 2 weeks from the date the Research Application form is received.
  • Following feedback, amendments may be required. Researcher to come back with amendments 1-2 weeks from the date of the feedback.
  • If no further amendments required, the committee will proceed to assist with recruiting groups requested for testing. This could take 1 -2 weeks.
  • Time taken for approval to be given could be between 6 – 8 weeks.


Deadlines for the following Publications

Publication Issue Submission Deadline Publication Delivery
No. 1 - January
No. 2 - July
1 November
1 May
UNITE SpLD Conference
No. 1 - June
No. 2 - November
1 May
1 October
UNITE SpLD Conference
1 August

Calling for Volunteers:

UWA Research Damaris




This page is currently being updated! 

Join in the fun with DAS!


Frequently Asked Questions

For more information on the DAS Main Literacy Programme, please contact us.

What is the DAS Main Literacy Programme?

The DAS Main Literacy Programme provides a comprehensive and quality curriculum to support dyslexic students facing literacy challenges. The curriculum integrates key essential learning components that are crucial in remediating students with learning difficulties. Depending on your child’s needs and progress, the following components may be covered in the curriculum:

  • Phonemic Awareness and Phonics. 
  • Reading Fluency
  • Reading Comprehension
  • Vocabulary
  • Writing

Why is my child referred to the DAS Main Literacy Programme?

Your child is referred to the DAS Main Literacy Programme because educators working with him/her have identified his/her needs for specialist literacy intervention.

Why must my child be assessed before starting DAS Main Literacy Programme lessons?

The diagnosis of dyslexia is determined through a psycho-educational assessment. During the assessment, information is gathered from interviews with you (parents/caregivers), feedback from teachers, testing of your child’s abilities, and behavioural observations. These will then be integrated and results discussed with you (parents/caregivers). The psycho-educational assessment provides useful information about your child’s strengths and needs and provides greater insight into the nature and extent of the difficulties that your child may have. The assessment also helps to identify the learning needs of your child, so that appropriate intervention that is suitable for your child can be recommended.

MLP fees are also part subsidised by MOE and in order to be eligible for the subsidised rate, a diagnosis of dyslexia is required.

My child is already attending tuition, why should he attend DAS Main Literacy Programme?

MLP classes are exclusively for children diagnosed with dyslexia. Our Educational Therapists are specially trained to cater to the needs of dyslexic students. A dyslexic child is a quick learner and also a quick forgetter and learning by rote memory or practising without using the right strategies will not help and might instead frustrate. 

No two dyslexic learners are alike, hence our lessons are not alike also. Each lesson is planned and delivered based on your child’s needs and aimed at the level of the learner. Our lessons are, therefore:

Structured and sequential: we have a prescribed lesson plan that our Educational Therapists use to plan and conduct lessons. Elements of language is taught in bite-sized pieces to facilitate easy learning and also to ensure students are not overwhelmed with too much information at one go.

Each lesson comprises of phonics/morphology, language and vocabulary instruction, comprehension and/or writing, i.e a comprehensive literacy programme.

  • Cumulative: We start with the simple and move on to more complex and we revisit previously taught concepts to reinforce memory.
  • Simultaneous multisensory: Dyslexic learners learn best when the visual, auditory, kinaesthetic and tactile are employed all at once.
  • Emotionally sound: Many dyslexics have struggled with academics and may feel demotivated. We ensure that learning is structured for success so that they begin to feel confident about themselves as learners.

How much does an assessment cost?

An assessment (weekday) costs $856 (inclusive of GST). There is an additional, non-refundable, administrative fee of $53.50 (inclusive of GST) which will be charged for all referrals to the DAS Main Literacy Programme.

Is there any financial assistance available?

Yes, DAS offers bursaries to families to offset the cost of assessments and /or educational therapy. Please speak to the Customer Service Officer at 6444 5700 for more information.

DAS conducts regular programme evaluations to improve our services. Here are some research we have completed for our programmes and services.

This page is currently being updated!  

Year 2016


Year 2015


The assessment process may involve interviews, observations, standardised testing and consultations with other relevant professionals to better understand learning and developmental concerns. Assessment results obtained will provide greater insight into an individual’s learning or developmental needs as well as the nature and extent of difficulties. This in turn informs educational plans (i.e., placement, intervention, and accommodations) and behavioural intervention to improve educational or developmental outcomes. After the assessment, a face-to-face feedback session will be conducted to provide a verbal explanation of assessment findings and recommendations. In addition, a written assessment report containing the findings, diagnosis, and recommendations will be made available.


Main Literacy Programme Fees

  Subsidised Fees Standard Fees
Main Literacy Programme Per Hour Per Term Per Hour Per Term
Singapore Citizen
Off-Peak Classes $25.68 $513.60 $58.75 $1,175
Peak Classes $26.94 $538.85 $62 $1,240
Super Peak Classes $28.21 $564.15 $65 $1,300
Singapore Permanent Resident or Non-Singaporean
Off-Peak Classes     $65.50 $1,310
Peak Classes     $68.75 $1,375
Super Peak Classes     $71.75 $1,435

All fees are inclusive of GST, Admin fee of $8.02.

Off Peak 2 hours on weekdays
Peak  1 hour weekday & 1 hour weekend class 
Super Peak  2 hours on weekend class (Saturdays and/or Sundays) 

Subsidised Fees apply when:

  • Student is a Singapore Citizen and is attending an MOE school.
  • Student is a Singapore PR/Foreigner but has one parent who is Singaporean and the student is attending an MOE school.
  • Student has a diagnosis of dyslexia.

Standard Fees apply when:

  • Student is a Singapore Citizen but is not in an MOE school e.g. International school, Madrasahs, Specialised Independent Schools and home-schooling.
  • Student is a Singapore PR/Foreigner and both parents are Singapore PR/Foreigners.


Giro bank deductions are made in 2 instalments within a term. For example, $513.60 payments for a term will be deducted: $513.60/2 instalments = $256.80 per instalment. Each instalment is collected every 5th of the month. 

Please note that there are late charges for unsuccessful deductions. For more details please refer to our Terms and Conditions.


English Language and Literacy (ELL) Programme Fees

  Singapore Citizens Singapore PR and
International Students
Types of Programmes Per Hour Per Term Per Hour Per Term
iReaCH $33.75 $675 $37.50 $750
iStudySmart (Short-term Programme) $16.85 $337 $18.75 $375

With effect from 01 January 2020


Specialised Educational Services (SES) Programme Fees

  Singapore Citizens Singapore PR and
International Students
Types of Programmes Per Hour Per Term Per Hour Per Term
Preschool Programme - 2 off-peak period classes  $41.25 $825 $45.50 $910
Preschool Programme - 1 off-peak & 1 peak period classes  $43.50 $870 $47.75 $955
Preschool Programme - 2 peak period classes  $45.50 $910 $50.00 $1,000
Maths Programme $59 $590 $65.50 $655
PREP 2 PSLE  Programme (Formerly known as English Exam Skills) $59 $590 $65.50 $655
Chinese Programme $59 $590 $65.50 $655
Chinese (Upper Primary) Programme $41.25 $825 $45.50 $910
Chinese (Secondary) Programme $41.25 $825 $45.50 $910
Speech and Drama Arts Programme $23.60 $354 $26 $390
SDA Drama Music and Movement Programme $23.60 $236 $26 $260

With effect from 01 January 2020


Nomination will close on 30 April 2018. 

The Dr Jimmy Daruwalla Award will recognise a person or organisation who has ​raised awareness of dyslexia in Singapore, or made a significant impact in service to people with dyslexia, or have made a vital contribution to Singapore's understanding of dyslexia through research, or significantly advanced our capacity to successfully provide intervention for people with dyslexia. 
  • Award presented annually at UnITE SpLD Conference in June each year.
  • The Award will not be awarded that year if there is no worthy recipient.
  • Nominees not limited to Singaporeans and can be current or former staff of DAS.
  • DAS management will recommend the recipient for the approval of the DAS Executive Committee.  Nominations can also be made by a member of the public.
  • The DAS Executive Committee's decision will be final.


Past Winners



Emeritus Professor Angela Fawcett

Professor Fawcett has been instrumental in initiating the research efforts and culture at DAS.  She is the Editor-in-Chief of our Asia Pacific Journal of Developmental Differences first published in 2014.  There has been seven issues of APJDD since and include articles from local and overseas contributors as well as many research articles from DAS staff.  Angela is also the editor of the annual DAS Handbook which has reports on the evaluation of all DAS programmes as well as additional essays.  There has since been three Handbooks since 2014.  Angela also sits on the DAS Research Committee which has prompted, guided and encouraged DAS colleagues to submit DAS research to the above publications as well as to various local and overseas conferences including the upcoming UnITE SpLD Conference.  Programme evaluation and research of our efforts is critical to DAS as it adds reliability to the efficacy of our programmes and services.  I am grateful that today, DAS can be considered a "research organization" and the whole of DAS is actively involved in research efforts.  Angela's contribution to the evolvement of this research culture at DAS cannot be over-emphasised and she is most worthy to be the first recipient of the inaugural Dr Jimmy Daruwalla Award.

Unite 2017 Jimmy Daruwalla Award

DAS Day2085 min 1



Assessment Click here
Main Literacy Programme (MLP) Click here
iReach™ Click here
iStudySmart™ Click here
PREP 2 PSLE (Formerly known as English Exam Skills) Click here
Maths Click here
Chinese Click here
Preschool Click here
Speech and Drama Arts  Click here
Speech and Language Therapy Click here
Short Term Programmes Click here
Specialist Tutoring Click here

Are you having issues accessing the DAS Parents' Portal? - Click here for assistance






Eligibility Contractors registered with BCA under Workhead CR06 of Grade L2 and above or CW01 of Grade C2 and above preferred.
Site Showround and Briefing

A site showround and short briefing will be conducted at the void deck of Blk 411 Serangoon Central, around Lift A at 11.00 am on Friday 8 September 2017.

Registration of Your Interest Email to by 7 September 207. Tender Documents will be sent via email to contractors who have attended the site showround on the same day. Any enquiries shall be made to DAS via email to
Tender Closing Date Friday, 6 October 2017 at 3pm (Singapore time)

We are presently not accepting membership applications in view of the structural change in progress.



You have joined a movement that works towards the greater benefit of those impacted by dyslexia and specific learning differences!
You will be invited to attend DAS Annual General Meetings and Extraordinary General Meetings where major decisions may be made for the organisation
You will receive free of charge issues of the DAS e-newsletter - FACETS.
You will enjoy a 10% discount for Conferences, Workshops and Certificate Courses conducted by the DAS and subsidiary DAS Academy.
You will be invited to attend DAS functions and activities (some of which may be chargeable).


There are five memberships: Ordinary, Junior, Corporate, Life, and Honorary members

Ordinary Membership 

All persons aged 18 years and above shall be eligible to apply for ordinary membership.
Junior Membership All persons below 21 years of age shall be eligible to apply for junior membership. Upon reaching the age of 21 years, junior membership ceases and the person shall be eligible to apply for ordinary membership.

Corporate Membership

All voluntary and commercial organizations, clubs and institutes of learning shall be eligible to apply for corporate membership.
Life Membership All persons who are eligible to apply for ordinary membership shall be eligible to apply for life membership. Life members shall enjoy the same rights and privileges as ordinary members.
Honorary Membership Honorary membership may be conferred by the Association at a general meeting on any person who has rendered outstanding service to the Association. Membership is open to application by all persons and organisations who subscribe to the aims of the Association.

An applicant for membership shall complete a prescribed form which will be submitted to the Honorary Secretary with the prescribed subscription.

An applicant shall be duly proposed and seconded by two members of the Association. An applicant shall be admitted to membership by the Executive Committee at its sole discretion and no reason need to be given for rejections.

Upon approval of the application, the name of the new member together with such particulars as the Executive Committee shall require shall be entered in the membership register and the new member shall be notified of his admission into the Association. A copy of the Constitution of the Association shall be provided to every approved applicant who has paid his subscription.

The Executive Committee may expel any members whose conduct in its opinion has been prejudicial to the aims and interests of the Association. No member, however, shall be expelled without being given an opportunity to appear before the Executive Committee to present his defence.


The membership subscriptions shall be determined from time to time by the Executive Committee.

Annual subscriptions shall be payable on 1st April of each year or on admission.

For new applications, the fees payable will be pro-rated at the monthly level.  DAS will invoice for fees for the next membership year for applications approved after 1st October.

It shall be the duty of each member to pay his subscriptions promptly when due. The Executive Committee may terminate the membership of any member who is more than three months late in paying his subscriptions.

For all membership queries please write to

To submit your completed form please send to

Dyslexia Association of Singapore (DAS) is committed to treating the personal information we collect in accordance with the Personal Data Protection Act (PDPA). The PDPA comprises the Data Protection (DP) Provisions and Do Not Call (DNC) Provisions. The DNC Provisions came into effect on 2 January 2014 and the DP Provisions came into effect on 2 July 2014.

DAS has a Data Protection Policy which provides more information about how we collect, use and disclose your personal data.

DAS may modify this Data Protection Policy from time to time to reflect its current privacy practices.

Please direct your feedback or enquiries relating to your personal data to our Data Protection Officer at the following address:

Name: Mr Anthony Goh, Data Protection Officer
Postal Address: 1 Jurong West Central 2, #05-01 Jurong Point , Singapore 648886
Telephone: 6594 0317

Fact Sheet

Please click here to view the DAS Factsheet.

Main Office

Jurong Point Learning Centre
1 Jurong West Central 2
#05-01 Jurong Point, Singapore 648886

Hotline:   6444 5700 (9:00 to 5:30pm - Mon to Fri)

Learning Centres

Click here for a list of our Learning Centres.

Other Members of the DAS Family

DAS Academy

DAS International Services


 Organisation Chart

Professional Staff

Educational Therapists/ Lecturers: 150
Psychologists: 13
Speech & Language Therapists: 5
Corporate Services: 40
Learning Centres: 35

Students on Main Learning Programme

Total Enrolment:  3152 (as at Term 4 2020)

DAS Constitution 

Download DAS Constitution (2020)


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In line with Singapore's vision of an inclusive society, DAS Academy provides customised training for educators to increase their awareness and support of students with learning difficulties in the mainstream classrooms.


At the DAS Academy, we believe that if you get things right for learners with special needs, you will get things right for every learner in the class. Efforts taken to make instructions accessible to learners with special needs will inevitably increase the quality of teaching for all learners in the mainstream.


Recognising that the individual needs of each school are unique, our lecturers are able to discuss your training needs before advising on a bespoke training programme that takes into account the needs and profile of your school's staff and students.


Drop us an email at or call us at 6336 2555 to learn more about the customised training options that we offer.


Schools and Organisations We Have Worked With



Assumption Pathway School
Anderson Primary School
Anglo Chinese School Primary
Bedok Green Secondary School
British Council, Singapore
Chinese Development Assistance Council (CDAC)
Hollandse School
Ministry of Education (Psychological Services Branch)
Naval Base Secondary School
Nanyang Technological University
Northlight School
St Andrew's Junior School
St. Anthony's Canossian Secondary School



Lecture Room 1

Maximum Capacity

40 pax

Floor Area

66 sqm


2 x Ceiling mounted LCD projectors | 1 x Visualiser | Wi-Fi access


Lecture Room 2

Maximum Capacity

40 pax

Floor Area

72 sqm


2 x Ceiling mounted LCD projectors | 1 x Visualiser | Wi-Fi access


Training Room 1

Maximum Capacity

10 pax

Floor Area

21 sqm


1 x LCD projector | 1 x 47-inch TV Screen | Wi-Fi access


Training Room 2

Maximum Capacity

6 pax

Floor Area

12 sqm


1 x LCD projector | Wi-Fi access


Tutorial Rooms

Tutorial Room A x 1

Maximum Capacity: 5 pax | Floor Area: 17 sqm


Tutorial Room B x 4

Maximum Capacity: 5 pax | Floor Area: 11 sqm


Tutorial Room C x 3

Maximum Capacity: 5 pax | Floor Area: 10 sqm



Refreshment Area


CPE Student Services Centre (SSC)


The CPE Student Services Centre (SSC) is a convenient, one-stop service point to address students’ enquiries, provide authoritative and reliable information on studying in Singapore, and offer support to students who encounter problems during their course of study.


The services provided by the SSC include:


  • Attending to enquiries and feedback received from the public and students studying PEIs;

  • Providing education counselling services to students who seek advice on a range of issues from education options and school registration procedures to Student Pass application processes and accommodation choices;

  • Providing public education through student advisory talks, and organising orientation programmes to guide students in making prudent choices in their selection of PEIs;

  • Providing internet facilities for students to gain access to updated education information online; and

  • Assisting students who encounter problems with the PEIs they are enrolled with.

If you have further queries on private education in Singapore, please contact the SSC at:

CPE Student Services Centre (YMCA International House)


1 Orchard Road #01-01

Singapore 238824

65 6592 2108

65 6337 1584


Opening Hours

Mon-Fri: 9.30am - 6.00pm

Sat, Sun & PH: Closed

CPE Information on PEI (Private Education Institution) and

CPE Student Service Centre:

For more information, please click here.

To view the LONPAC Insurance and CPE Registration cert,

please click the links below:

LONPAC Insurance

CPE Registration Cert

  • 2. Refund Policy
  • 2.1 Notification and Arrangement
  • 2.2 Withdrawal for Cause
  • 2.3 Refunds for Withdrawal for Cause
  • 2.4 Refunds for Withdrawal Without Cause of Student Contract

Where the Student withdraws from the Course for any reason other than those set out in Clause 2.2 or Clause 9, the PEI shall, subject to Clause 3.5, as soon as practicable after receiving the Student’s written notice of withdrawal (and in any event no more than seven (7) working days after receiving such notice) refund to the Student the following sums (less any applicable bank administrative charges properly paid/payable under clause 3).

% of [the aggregate amount of the fees paid under Clause 1.11 and 1.12]

If Student's written notice of withdrawal is received


("Maximum Refund") More than 60 days before the Course Commencement Date


Before, but not more than 60 days before the Course Commencement Date


Before, but not more than 30 days before the Course Commencement Date


Before, but not more than 7 days before the Course Commencement Date


On or after the Course Commencement Date

Payment Methods:

Cash/Nets: Payment must be made in person at the DAS Academy (Rex House)

Cheque: Payable to 'DAS Academy Ltd'. Registration form and accompanying cheque payment must be sent to:

DAS Academy Ltd

73 Bukit Timah Road, #05-01 Rex House, Singapore 229832

Withdrawal from Course

No refund will be provided once payment is made for your registered course

However, you may opt to use this payment for the enrolment of a replacement course of your choice that must be of an equivalent or higher course fee. The option for a replacement course must be utilised within 12 months from the start date of the cancelled course

No refund will be provided for a replacement course with a fee lower than the first registered course.

Cancellation of Course

Full refund will be provided should DAS Academy initiate the cancellation of a course.

What Makes the DAS Academy Unique


An Asian Perspective

Academic programmes are developed with a perspective relevant to the Asian educational environment


Wide Expertise

Lecturers have a wide range of expertise in the fields of Specific Learning Differences, Psychology and Special Education


A Practical Approach

Academic programmes provide both theoretical and practical approaches



Successfully enrolled students will be required to attend an Induction Session before the start of their tertiary and post graduate programmes. In addition to familiarising them with course requirements and student expectations, this session will also provide opportunities for students to meet fellow course mates and build support groups.



Student Membership


Students who pursue our tertiary and postgraduate programmes will be issued with a Student Card that must be produced when visiting the DAS Academy premises. The Student Card must also be produced when utilising the DAS Academy Library services.

2018 DAS Student Graduation Reflections

 For more videos from the Ceremony, please click here