KEYNOTE PRESENTERS

DR GEETHA SHANTHA RAM
Director SpLD Assessment Services, English Language and Literacy Division & Staff Professional Development, Registrar, Register of Educational Therapists (Asia), APJDD Executive Editor,
Dyslexia Association of Singapore, DAS Academy Academic & Examination Board Member

Dr Geetha Shantha Ram joined the Dyslexia Association of Singapore (DAS) in 2004. Since 2013, she holds the position of Director of the English Language and Literacy (ELL) Division. In her capacity as Director, Geetha has played a key role in enhancing the ELL Programmes, which include the Main Literacy Programme (MLP), through the implementation of the Essential Literacy Approach and the integration of the MLP curriculum. Geetha is committed to providing targeted support for students with specific needs, which led her to develop two additional programmes: iReaCH, which offers higher-order skills intervention, and iStudySmart(TM), which guides upper secondary and post-secondary students in developing critical executive functioning and study skills. Her oversight extends to the SpLD Assessment Services and Staff Professional Development division, where she has been instrumental in developing professional pathways and ensuring quality assurance of all educational efforts. Geetha also serves as the head of the DAS Research Committee and is the Registrar of the Register of Educational Therapists (Asia) (RETA). Prior to her current role as Director, Geetha served as Assistant Director of the DAS Academy and continues to share her expertise by presenting at various local and international conferences. Geetha holds a Doctorate in Education, a Master’s in English, and a Post Graduate Certificate in Learning and Teaching in Higher Education (Distinction). Her recent research explores twice-exceptionality – the coexistence of giftedness and learning disabilities, which acknowledges the strengths and immense potential of learners with learning differences. With almost two decades of experience supporting individuals with dyslexia, Geetha is dedicated to providing high-quality services that redefine their potential and encourage them to appreciate their unique abilities.

AI: Friend, Foe, or Future?

Artificial intelligence is rapidly reshaping education, but for neurodiverse learners, its impact is neither straightforward nor neutral.

This keynote is framed as a dialogue, beginning with the very real concerns surrounding AI: over-reliance, ethical risks, and the potential to widen existing inequities if used without care or understanding. The conversation then shifts to possibility. When thoughtfully applied, AI can reduce cognitive load, support executive functioning, personalise learning, and provide judgement-free scaffolding, benefits that are particularly powerful for learners.

The keynote concludes with a clear imperative. AI is no longer a choice to debate or defer. It is a reality shaping how we learn, work, and participate in society. Our responsibility is not to shield neurodiverse learners from AI but to equip them to use it ethically, critically, and confidently. Preparing students for an AI-steeped world is not about convenience or efficiency; it is about access, agency, and ensuring that difference is not a disadvantage in a future being revolutionised right now.

Keywords:  Inclusive Education, Artificial Intelligence, Equity and Access, Learner Agency, Future-ready Education, Neurodiversity

SOOFRINA BINTE MUBARAK

Lead Educational Therapist  | Assistant Director (EduTech) | RETA Fellow 

English Language and Literacy (ELL) Division

Dyslexia Association of Singapore

Soofrina embarked on her journey with the Dyslexia Association of Singapore (DAS) in early 2012, and her dedication and passion have propelled her into a dynamic role as the EdTech Coordinator for the English Language and Literacy (ELL) Division. As a Lead Educational Therapist responsible for teaching the Main Literacy Programme (MLP), she’s not only a mentor but also a visionary in the field of dyslexia education.

Working closely with learners facing dyslexia and other specific learning differences, Soofrina recognised the immense potential of educational technologies to revolutionise the learning experience. Her mantra, “As slow as we must but as fast as we can,” embodies her commitment to creating an inclusive, efficient, and accessible learning environment for all students. Her journey led her to explore classroom differentiation through innovative EdTech tools, a path she now passionately shares with her teaching colleagues, contributing to their professional development. Soofrina’s educational journey is marked by a remarkable blend of finance and special educational needs. Armed with a Bachelor’s Degree in Economics and Finance, she charted a new course by pursuing post-graduate studies in Special Educational Needs. Her dedication and potential were recognised and nurtured by DAS, where she was sponsored to complete her Master of Arts in Instructional Design and Technology at the National Institute of Education (NIE) in 2021. Soofrina’s unwavering commitment to professional growth perfectly aligns with the ethos of DAS, where challenges are not limitations but opportunities to push boundaries. The collaborative culture, team spirit, and recognition of talent at DAS have provided her with the canvas to delve deeper into her areas of passion.

In the words of Bruce Wayne (fictional character), “It is not who I am underneath but what I do that defines me.” Soofrina’s actions, dedication, and tireless efforts define her as a true advocate for inclusive education and a driving force in the world of EdTech and dyslexia support. Her journey continues to inspire and empower those she touches, creating a brighter future for learners with dyslexia and beyond.

AI: Friend, Foe, or Future?

Artificial intelligence is rapidly reshaping education, but for neurodiverse learners, its impact is neither straightforward nor neutral.

This keynote is framed as a dialogue, beginning with the very real concerns surrounding AI: over-reliance, ethical risks, and the potential to widen existing inequities if used without care or understanding. The conversation then shifts to possibility. When thoughtfully applied, AI can reduce cognitive load, support executive functioning, personalise learning, and provide judgement-free scaffolding, benefits that are particularly powerful for learners.

The keynote concludes with a clear imperative. AI is no longer a choice to debate or defer. It is a reality shaping how we learn, work, and participate in society. Our responsibility is not to shield neurodiverse learners from AI but to equip them to use it ethically, critically, and confidently. Preparing students for an AI-steeped world is not about convenience or efficiency; it is about access, agency, and ensuring that difference is not a disadvantage in a future being revolutionised right now.

Keywords:  Inclusive Education, Artificial Intelligence, Equity and Access, Learner Agency, Future-ready Education, Neurodiversity

Ng Pak Tee [National Institute of Education (NIE), Nanyang Technological University] is a Singaporean educator who is deeply involved in the development of school and teacher leaders. At the NIE, he previously served as Associate Dean of Leadership Learning, Head of the Policy and Leadership Studies Academic Group, and NIE Academic Integrity Officer. 

Pak Tee has published extensively on educational change, policy and leadership.  He has delivered many keynote addresses around the world at events such as the Google Global Education Symposium, International Baccalaureate Global Conference, and Brunei Special Edition EduTalk, where he had the privilege of addressing all the teachers and school leaders in the country face-to-face. He is currently a member of Scotland’s International Council of Education Advisers and a Life Member of Clare Hall, Cambridge University.

Internationally, government organisations, professional networks and media often seek his views or advice regarding educational change. Having retired from journal editorship, he now serves as an honorary mentor to a few younger editors. He is also an editorial board member of several international refereed journals. He is the co-editor of the Routledge Leading Change book series and the author of the book “Learning from Singapore: The Power of Paradoxes”. 

Pak Tee encourages educators to walk a path that is not easily travelled, with love, courage and resilience. Although he is thankful for receiving a few awards during his career, his greater reward is a fraternity of students who are educational leaders themselves and who pay it forward through their educational leadership and commitment to education.

The more we use artificial intelligence, the more we need good teachers

There is a lot of discussion about paradigm shifts in education with the advent of artificial intelligence (AI). In special needs education, the possibilities are immense as well. People are paying a lot of attention to the various AI tools to check out how these tools could do our work more efficiently and effectively. This is, of course, important. However, more fundamentally, since artificial intelligence is artificial intelligence, shouldn’t we fix our focus firmly on real intelligence? Will artificial intelligence deprive learners of opportunities to develop real intelligence, or will we be able to use artificial intelligence to create platforms for human intelligence to be exercised and to flourish? Does the increasing presence of AI imply that teachers are no longer needed? Paradoxically, the more advancements in artificial intelligence, the more important human intelligence will become. The more technology we use in education, the more important the human teacher will become. The more we wish to cater to specific learning differences, the more judgement calls we need from the human teacher behind the tool. In an age of artificial intelligence, the human side of education should be enhanced, not diminished.

Keywords: artificial intelligence, real intelligence, specific learning differences, technology, teachers

I'm an enthusiastic educator with a passion for leveraging AI to drive career growth and enhance learning experiences. With over 25 years of experience in the education sector, I've taught English Language and Literature to diverse student populations across 6 different schools. My current interest is in the use of AI for teaching. I'm always on the lookout for new tools and platforms that can help me make my lessons more interactive and engaging. Whether it's using chatbots to provide personalised feedback or using various AI tools to create exciting storylines to motivate my students, I'm constantly looking to push the boundaries of what's possible in education. I love being on the cutting edge of pedagogy. It's what has sustained my enthusiasm for teaching these past 2 decades.

Beyond Barriers: Harnessing Generative AI to Transform Learning for Dyslexic Students

Dyslexia affects millions of students worldwide, often creating barriers to reading, writing, and academic confidence. Yet with the rise of Generative AI, educators now have powerful tools to transform these challenges into opportunities. This keynote explores how Gen AI tools can be used to personalise learning experiences for dyslexic students, from text-to-speech and speech-to-text capabilities to AI-driven content simplification, multisensory storytelling, and real-time adaptive feedback. Through practical strategies and real-world examples, educators will discover how Gen AI can help level the playing field for students who need it most. 

Keywords:

Generative AI, Dyslexia, Inclusive Education, Personalised Learning, Assistive Technology, AI in Education,  Adaptive Learning, Multisensory Learning, EdTech Innovation