APJDD Vol 12 No 2 (July 2025)

 Shaun Goh¹, Caroline Lee², Shermin Fong¹ and Qi Ying Tong¹

1. National Institute of Education, Nanyang Technological University
2. Singapore Institute of Technology

 Abstract

 Developmental Language Disorder (DLD) is one of the most common neurodevelopmental conditions around the world with a prevalence estimate of 7-8%. However, it attracts relatively less public attention and is described as a ‘hidden’ condition. In fact, a brief search of online newspapers in Singapore found far fewer articles related to DLD than other neurodevelopmental conditions. To address this information gap, we synthesised information relevant to three questions about DLD in Singapore: (1) Why provide support for DLD? (2) What supports are available for DLD? (3) What could the future of DLD look like? Here, international studies on the academic and socio-emotional mental health outcomes of children with DLD are considered. Local information on supporting concerns for oral language, academic and socio-emotional mental health concerns are also summarised here. Lastly, we argue that many helping hands working in collaboration assists in securing a brighter future for this overlooked neurodevelopmental condition in Singapore and around the world.

Keywords: Developmental Language Disorder, Hidden, At-Risk, Support, Collaboration

This research is supported by the National Research Foundation, Agency of Science, Technology & Research, under its Human Potential Prenatal/Early Childhood Grant (H22P0M0006) and the Ministry of Education, Singapore, under its Academic Research Fund Tier 1 (RG 130/24). Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not reflect the views of the National Research Foundation nor the Ministry of Education, Singapore.

Winston Wui Guo Dong ^1* and Er Si Yi Eulisia²

1. Dyslexia Association of Singapore
2. Singapore University of Social Sciences

Abstract

Over the past few decades, there has been extensive research into the potential impact of attention-deficit hyperactivity disorder (ADHD) and dyslexia on the learning of school-aged children. As a result, dyslexia and ADHD are increasingly being identified at an early age so that parents can seek early intervention to help their children cope with the demands of the Singapore education system and achieve academic success. However, studies that examined the prevalence of ADHD among school-aged dyslexic children have been limited, especially in the Asian context. This aim of this research study is to investigate the prevalence of ADHD among school-aged dyslexic children in Singapore. A total of 228 participants’ information, aged between 7 and 17 years old, were extracted from the Dyslexia Association of Singapore (DAS). A secondary analysis of archival data was conducted to examine the prevalence of ADHD among this population. Among the 228 participants, 17.1% (n = 39) were found to have comorbid dyslexia and ADHD. However, the study found that there was no statistically significant association between dyslexia and ADHD. These findings suggested that dyslexia and ADHD often co-occurred among school-aged children in Singapore. This highlights the importance of multifaceted interventions that address these neurodevelopmental disorders.

Keywords: dyslexia, attention-deficit hyperactivity disorder, prevalence

Kanwal Saleem¹ and Tehreem Arshad^1*

1. University of the Punjab

Abstract

The study sought to assess the efficacy of interventions targeting dyslexic challenges as compared to conventional school instruction in Pakistan. The intervention approach employed explicit instructional techniques and a multisensory methodology. Seven children, aged 7-12 years, diagnosed with dyslexia were purposively selected for participation in the research. Random assignment placed participants into either an experimental or a waitlist control group. Both groups were administered pre- and post-intervention assessments using Wechsler Individual Academic Test-III. The intervention protocol adopted for this study was the Alpha to Omega program, encompassing comprehensive reading, spelling, and writing instruction based on phonemic awareness skills. Non-parametric statistical tests revealed that the intervention yielded significant improvement in word reading, pseudoword decoding, spelling, and oral reading accuracy among the experimental group, although the oral reading rate did not exhibit substantial improvement. These findings highlight the significance of providing targeted therapeutic interventions for dyslexic children in Pakistan, contrasting with conventional school-based instructional approaches.

Keywords: dyslexia, explicit instructions, multisensory approach, conventional school
instructions, spellings, word reading, oral word fluency, reading accuracy

Dr Eunice Tan Meng Yin^1*

1. S R Nathan School of Human Development, Singapore University of Social Sciences

Abstract

Savant syndrome refers to a set of observable behaviours rather than a formal diagnosis and is often linked with developmental disorders, particularly autism spectrum disorder (ASD). Individuals with savant syndrome display abilities far above their general functioning level, and sometimes above those of the general population. About 59% of people with savant syndrome also have ASD. Savant skills fall into three categories: splinter skills (common, narrow interests), talented savants (high ability in specific areas), and prodigious savants (extraordinary talent even among neurotypical individuals). Theories explaining these abilities include enhanced memory, focus on details due to weak central coherence, and right-hemisphere compensation for left-hemisphere damage. Typical areas of talent include memory, calendar calculations, math, music, art, and hyperlexia. Many savants cannot explain how they perform their skills, though these abilities usually persist or improve over time. Savants differ from prodigies or geniuses by underlying developmental conditions, highlighting the brain’s diverse potential.

Keywords: Savant Syndrome, Autism Spectrum Disorder, Singapore

Neil Alexander-Passe^1*

1. City and Islington College; Department of Education; SEND Researcher & Author; UK

Abstract

This paper starts by reviewing various types of entrepreneurship, from scalable startups to social, researcher, and intrapreneurship. Neurodiversity is discussed, with the different conditions within this group. The report by Ives (2024) into Neurodiverse entrepreneurs reviewed 502 UK entrepreneurs, highlighting the barriers they faced in the workplace and why these led to them starting their own companies. 80% had hidden their neurodiverse needs in business situations due to the discrimination experienced, and only 19% had not experienced discrimination. Interestingly, 66% said they had struggled to find employment due to their neurodiverse differences, with only 16% indicating no difficulties faced. 64% said their neurodiversity meant setting up a company of their own was the only way to earn a living, suggesting barriers faced in traditional workplaces could be classed as discriminatory.  Moving onto the study in this paper, five highly successful neurodiverse entrepreneurs were investigated (Elon Musk, Sir Richard Branson, Jeff Bezos, Bill-William Gates, and Sir James Dyson), with a review of their lives and workplace success and styles resulted in a significant amount of data from the internet and bibliography/autobiography sources. Several areas were investigated: how their neurodiversity manifests, their background, what they are known for, educational experience, personal beliefs, challenging how things are done, their working style, their management style, their knowledge, their mindset, and awards/honours received. Several themes emerged from the study: Risk, Challenging convention, and failure/resilience. All five samples had an extremely high tolerance to risk, both financial and personal, and it is argued that this is atypical for entrepreneurs. Due to their neurodiverse differences, they struggled in traditional workplaces and their high tolerance to risk came from their ability to see failure in a positive light, based on overcoming the emotional bonds to failure as a child in school. The ability to challenge conventional thinking was also seen to be part of creative and neurodivergent thinking, that ‘thinking out of the box’ comes from disregarding conventional thinking, challenging and solving problems. Each felt driven to prove themselves and their abilities, which may relate to being belittled as children, suggesting a deeply held low self-esteem and perceived low self-worth. ‘Never enough’ & ‘Imposter syndrome’ theories were discussed to attempt to explain the motivation of this group. The paper finishes by discussing creativity in school, which is argued to be behind a culture of avoiding mistakes (failure) at all costs. Sir Ken Robinson argues that young people are intuitively creative, but mainstream education, rather than promoting creative solutions, teaches that mistakes (creativity) should be avoided.

Keywords: Dyslexia, Entrepreneurship, Entrepreneur, Neurodivergent, Neurodiversity, Discrimination, Trauma, Underdog

Neil Alexander-Passe^1*

1. City and Islington College; Department of Education; SEND Researcher & Author; UK

Abstract

Much is written about successful dyslexics who are entrepreneurs, however, little is written about their motivations and their journeys. Compare this to the many unidentified dyslexics believed to be in prison, and it can be hard to understand why some dyslexics are successful and others are not. This paper looks at adults with dyslexic who are successful, some very successful. This paper asks what were the motivations that drove them to be successful. Were their school experiences negative, and if they were, were these motivating factors for them? This paper investigates a group of successful dyslexics through an online questionnaire and in-depth semi-structured interviews. Data and quotes from both samples offer an understanding of the traits and motivations that helped formulate their success and recognise their school-based trauma. Key themes from the study were: It’s not about money; it’s about change, and social-product-personal improvement. There was also a strong need to prove themselves (to themselves and others), and to demonstrate that one can survive and flourish post-school, seeing failure as a positive motivator. ‘Failure is the greatest teacher you’ll ever meet. Follow your passion and you determine when the game’s over. If you never give up, you can’t lose. So pick yourself up and keep going’. Also many felt that the traditional workplace environment was unsuited them, so choose to create something more suitable. This paper offers two models to understand why those with dyslexia may become successful: Underdog entrepreneurship and post-traumatic growth. Both offer an understanding of resilience/optimism required to be successful after traumatic events. This paper offers the reader a means to understand the motivations of dyslexic entrepreneurs and recognise that their route to self-employment may not have been a choice, but the only option open to them.

Keywords: Dyslexia, entrepreneurship, school-based trauma, school experience, failure, underdog entrepreneurship, post-traumatic growth (PTG)