Professor Angela Fawcett
Advisor, Register of Educational Therapists (Asia)
APJDD Editor-in-Chief, Dyslexia Association of Singapore
DAS Academy Academic & Examination Board Member

Angela is a leading international researcher into dyslexia and other learning differences, with a range of theoretical and applied contributions. Angela is now Emeritus Professor at Swansea University, following her retirement in January 2011 and also holds an honorary professorship at Sheffield University. She was awarded a 2-year Leverhulme Emeritus fellowship until September 2013, to complete her research projects in Wales. She is one of the co-authors of the Dyslexia Screening Test (DST), and her recent visit to India in July 2012 to lecture at the World Education Summit generated 45 articles in the press on the launch of the DST-J India.

The BRAIN EFFICIENCY SCREENING TEST: Re-Uniting the Developmental Disorders!?

It has long been recognised that, in addition to their defining differences, there are commonalities between developmental disorders, as evidenced by their ‘comorbidities’. These commonalities have been partially explained by recent research on executive function, working memory and speed of processing in cognitive development. Applying this ‘inclusive’ framework to the understanding and support of all children with special educational needs (SEND), we upgraded our well-established 30-minute Dyslexia Screening Test to create an index of brain efficiency (BEI) as well as a literacy index (LI), renaming the test the Brain Efficiency Screening Test (BEST). The BEST, uniquely, meets all the requirements of the recent Delphi group recommendations for dyslexia screening while empowering teaching professionals to undertake the test. It was utilised in a recent UK intervention with highly disadvantaged ‘Children with a Social Worker’ aged 8-11 years to supplement existing measures. Data will be provided on comparison of BEST ‘at risk’ classifications with school diagnostic classification; of BEI with other assessments of executive function; and of BEST as a principled method of assessing the ‘progressive ‘ benefits of an intervention. 

KEYWORDS: Dyslexia, learning disorders, attention, executive function

Alexandria Hough
Independent SEND Consultant & National
Lead for Secondary Education SEND Station

Alexandria Hough is a seasoned SEND practitioner and parent of a neurodiverse teenager, offering a uniquely holistic perspective on inclusive education. As National Lead for Secondary Education at SEND Station, she provides national training for inclusive classroom practice.  Alex has also been a spearhead for a transformative and sustainable SEND practice across Birmingham secondary schools, equipping SENCOs and leadership teams to embed SEND priorities into whole-school practice.

Her consultancy work includes comprehensive SEND reviews, staff coaching, and modelling adaptive teaching approaches that foster both challenge and wellbeing.

Alex’s unwavering passion lies in ensuring that SEND learners are recognised, supported, and empowered — accessing education that is equitable, engaging, and truly inclusive.

Coaching and Pairing for Impact: An Inclusive Literacy Framework Built on Assistive Technology and Orton-Gillingham Principles for Phonics Recovery. 

Literacy Junction is a digital training package delivered as one-to-one support, paired with Reading Pen TTS technology for learners who have not embedded reading at Level 3.

Title: Coaching and Pairing for Impact: An Inclusive Literacy Framework Built on Assistive Technology and Orton-Gillingham Principles for Phonics Recovery.' 

Abstract:  This paper presents a scalable literacy intervention model tailored for learners aged 9–14 with persistent literacy difficulties linked to dyslexia and other Specific Learning Difficulties (SpLD). It integrates Literacy Junction (LJ), a multi-sensory phonics programme built on Orton-Gillingham principles, with assistive technology (AT) coaching using Reading Pens. This pairing provides a fully scaffolded solution for students who have not progressed with traditional Systematic Synthetic Phonics (SSP) approaches.

Trialled in a Birmingham-based UK case study, learners supported via Wave 3 interventions demonstrated rapid gains in reading fluency, comprehension, and writing. Early results show learners achieving progress equivalent to a full academic year within ten weeks. The combined coaching and pairing model produced a 35% improvement in literacy outcomes—significantly outperforming either intervention in isolation.

This dual-strategy approach empowers learners with SpLD to “learn to read” while simultaneously enabling them to “read to learn.” By aligning inclusive pedagogies, AT integration, and learner-led coaching, the framework fosters learner independence and sustained academic success.

The submission proposes a replicable model for teaching excellence, grounded in multidisciplinary collaboration, real-world data insights, and equity-driven design, uniting transformative ideas to help close the literacy gap.

Keywords:  #AssistiveTechnology #OrtonGillingham #LiteracyIntervention #DyslexiaSupport #CoachingAndPairing #ReadingPens #Wave3Support #SENDEducation #InclusiveTeaching #TeachingExcellence #IndependentLearning #MultisensoryTeaching #EducationEquity #BirminghamCaseStudy #SENDStation

ALVE JANE B ARANTON
PSYCHOLOGIST, PSYCHOMETRICIAN, EDUCATOR & MENTAL HEALTH ADVOCATE
LOURDES COLLEGE

Alve Jane Aranton is a licensed psychologist, psychometrician, educator, and mental health advocate. She holds both her Master’s and Bachelor’s degrees in Psychology from Xavier University – Ateneo de Cagayan. Currently, she works as Testing-in-Charge and a psychology instructor at Lourdes College. Passionate about creative expression and human connection, she integrates storytelling, self-reflection, and psychological insights in her work to inspire growth and resilience.

Accessible Online Counselling Facilitates Help-Seeking Behaviour of College Students: The Mediating Role of School Connectedness

The study aimed to know how the accessibility of online counselling facilitates help-seeking behaviour of college students through the mediating role of school connectedness. Through a series of regression analyses of the pathways and to analyse the mediation analysis in the process of the bootstrapping method in SPSS for the 300 college students who served as respondents, results revealed that accessibility of online counselling has a significant effect on help-seeking behaviour. Likewise, the accessibility of online counselling has a significant impact on school connectedness. School connectedness was also revealed to have a significant effect on help-seeking behaviour. Considering all pathways to be significant in the results, school connectedness mediates the relationship between the accessibility of online counselling and help-seeking behaviour, at least, partially. Thus, school connectedness appeared to have a partial mediation on the relationship between the two variables. The findings of the study implied that it is important for schools to create a safe environment where students feel that they belong through the presence of accessible counselling services that enable college students to actively seek help when experiencing mental health concerns.

KEYWORDS:   Online counselling, School connectedness, Help-seeking

Andrey Domagalski

Managing Consultant & Strategic Advisor

Prime Dot Group

Canada

Mr Andrey Domagalski is a senior professional with experience spanning the public, private, and charitable sectors, dedicated to advancing accessibility, inclusion, and human-centred innovation. He is passionate about fostering inclusive learning environments and deepening understanding of the diverse ways people think and learn. His work is driven by a strong belief in the power of creativity, imagination, and passion to inspire meaningful change.

In this panel discussion, Mr Domagalski will serve as moderator, guiding the conversation among panellists and facilitating engaging discussion questions that encourage meaningful dialogue and diverse perspectives.

He has co-founded an award-winning internet media venture focused on inclusive digital content and continues to lead AI-driven initiatives that support accessibility and digital inclusion. He also served on the board of TIPES (Thinking in Pictures), a Canadian start-up supporting children on the autism spectrum. 

In the federal public service, he has worked to improve the accessibility and usability of government services, contributing to federal accessibility policy and leading digital service improvement initiatives at the Treasury Board Secretariat and the Privy Council Office of Canada. He has also recently supported accessibility and collaboration efforts in his work with NATO in Europe.

He is currently developing a practical guide for managers on mental health readiness in the workplace, reflecting his ongoing commitment to inclusive and supportive organisations.

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.

The message felt difficult to ignore: AI has the potential to unlock dyslexic talent at scale, but only if education systems and workplaces evolve quickly enough to recognise and support it.

KEYWORDS:  AI, Dyslexia, Neurodiversity, Dyslexic Strengths, Visual Thinking, Creativity, Inclusive Education, Future of Work

Baiba Blomniece-Jurāne

Clinical and Educational Psychologist,
CBT Specialist, Founder of Social Enterprise, Barboleta.

Baiba Blomniece-Jurāne works at the intersection of psychology, education innovation, and applied research. She supports schools, educators, and specialist centres in implementing evidence-informed practices and designing learning environments that meet the developmental and educational needs of today’s digital generation. She is the author of the Barboleta method—an embodied learning approach that combines balance-board activities with structured cognitive tasks to support children’s attention, self-regulation, and learning. As a PhD candidate in Education Sciences, she explores how these routines relate to children’s learning success.

Movement-Based Stimulation of Executive Functions to Enhance Math and Reading Skills in Inclusive Education

Across many education systems, basic literacy and numeracy have declined. In PISA 2022, the OECD reported average drops since 2018 of about 15 score points in mathematics and 10 in reading across OECD countries. (OECD,2023)

The paper aims to investigate whether the involvement of movement coordination and balance in the inclusive learning process contributes to reading and maths skills. 

Method: The methodology used to measure skills: the multiplication test, Wechsler’s attention subtest – Encryption, and reading skill test. To create a pedagogical intervention: a balance board with integrated multiplication tasks and letters, as well as movement coordination exercises. 

Results: The first results of one study confirm the authors’ hypothesis that students aged 9–10 years old, after pedagogical intervention with the Smart Balance Board, show higher levels of concentration and multiplication in repeated tests. Increased dynamics were observed in the improvement of reading skills for 9 children.

Conclusions: The literature indicates a positive effect of motor coordination exercises on the development of pre-reading and maths skills. The case studies show a positive effect of motor coordination exercises on reading and multiplication skills. The article shows the importance of motor coordination and balance in the learning process through the development of attention and information processing speed. 

KEYWORDS:   attention; maths skills; reading skills; motor coordination; inclusive education. 

Dr Beth Ann O'Brien
Deputy Centre Director, Principal Research Scientist
Centre for Research in Child Development, National Institute of Education - Office for Research

Dr B.A. O’Brien is a Principal Research Scientist at the National Institute of Education, NTU, Singapore. She heads the Bilingual and Biliteracy Development area within the Centre for Research in Child Development. A cognitive psychologist by training, Dr O’Brien’s research focus is on reading development from a cognitive neuroscience perspective; in particular, how different types of learners (bilingual, learning-disabled, at-risk) interact with different educational environments and experiences. She has researched developmental dyslexia with multicomponent and technology-based interventions, as well as on the typical development of reading, reading fluency and biliteracy.

To be language-specific, or not to be: An examination of the discriminative power of Nonword Repetition tasks for bilingual children at-risk for language difficulties 

Research has emphasised the importance of early detection of children at-risk for language difficulties (Chiat, 2015). While primarily validated with monolinguals, NWR tasks are increasingly applied to bilingual children (Artem-Lotem, 2012; Gibson et al., 2015). However, a critical concern is whether these tasks can differentiate developmental disorder from weakness in bilingual language proficiency (Eikerling et al., 2022). The current study investigates the discriminability utility of language-specific and non-specific NWR for bilingual children considered at risk for atypical development compared to age-matched, typically developing peers. Three NWR subscales - Cross-linguistic, English and Mother Tongue (MT) - were administered to three age groups: Kindergarten 1, Primary 1 and Primary 3 students (N = 430). Participants were matched on characteristics of age, gender, nonverbal intelligence, home literacy, and household income. Receiver Operating Characteristic (ROC) curve analyses presented the sensitivity and specificity of the different NWR subscales, with six models run across grade and MT groups. Area under the curve (AUC) values revealed that the reliability of NWR tasks in screening at-risk children varies according to age and language background. Task effectiveness was less effective in Kindergarten 1 due to underdeveloped phonological memory, improved in Primary 1 and showed moderate MT-dependent discrimination at Primary 3. These findings offer novel insights into the utility of locally-developed NWR tasks with bilingual children, highlighting subscales that reliably index phonological processing differences, consistent with the results reported by Eikerling et al. (2022). The findings inform intervention practices in identifying children at risk for dyslexia and other language-related difficulties.

KEYWORDS: bilingual children, nonword repetition, ROC curve, dyslexia, language assessment

CATHERINE NI CHUNHONG
SENIOR EDUCATIONAL THERAPIST, DYSLEXIA ASSOCIATION OF SINGAPORE
SENIOR  SPECIALIST TEACHER, DAS INTERNATIONAL
ADJUNCT LECTURER, DAS ACADEMY

Dr Catherine Ni Chunhong is a senior educational therapist at the Dyslexia Association of Singapore (DAS) and DAS International, and serves as the Chinese Programme Coordinator and Adjunct Lecturer at DAS Academy. She is also an Associate Fellow of The Register of Educational Therapists (Asia). With a background in medicine, psychology, and special education, she brings a multidisciplinary perspective to her work supporting students with Chinese language and literacy difficulties, particularly those with developmental dyslexia.

Catherine provides evidence-based intervention for students with Chinese literacy difficulties through both small-group and individual therapy settings. At DAS Academy, she oversees the design, organisation, lecture delivery, and assessment of specialist professional training programmes, including the Certificate in Dyslexia and Chinese Language Support (DCLS), Applied Chinese Literacy Skills (ACLS), and Applied Chinese Educational Therapy (ACET). She also delivers lectures and professional training for educational therapists and conducts customised training programmes for educators and organisations in Singapore and internationally.

Previously trained and practising as an orthopedic and spine surgeon, Catherine transitioned to education with a strong commitment to supporting learners with special educational needs. Her research focuses on Chinese literacy development, developmental dyslexia, cognitive-linguistic profiling, and evidence-based educational therapy interventions in bilingual contexts. Her work aims to advance research-informed practice and improve support for students experiencing Chinese literacy difficulties.

Profiling Chinese Developmental Dyslexia in English–Chinese Bilingual Learners: Developing an Assessment Battery in Singapore

Purpose. Chinese developmental dyslexia (CD) presents distinct cognitive-linguistic challenges due to the morphosyllabic nature of the Chinese writing system. Beyond established cross-linguistic predictors such as rapid automatized naming (RAN) and phonological awareness (PA), Chinese literacy additionally depends on orthographic awareness (OA), morphological awareness (MA), and working memory (WM). This study aimed to: (1) develop and evaluate a comprehensive cognitive-linguistic assessment battery for English-Chinese bilingual children in Singapore; and (2) identify cognitive-linguistic subtypes of CD.

Method. Seventy Primary 1-4 students (53 CD; 17 typically developing) completed measures of OA, MA, RAN, PA, WM, oral language proficiency, and Chinese literacy outcomes (word reading, reading fluency, spelling). Reliability, exploratory factor analyses, group comparisons, hierarchical regression, and cluster analyses were conducted to evaluate psychometric properties and identify subtypes.

Results. The battery demonstrated strong reliability (α = .61-.98) and coherent factor structure. effectively differentiated CD and typically developing readers. Regression analyses showed that OA and WM consistently accounted for unique variance in reading and spelling, RAN was most strongly associated with reading fluency. Cluster analysis identified five distinct dyslexia subtypes.

Conclusion. Findings provide robust support for a multiple-deficit model of Chinese developmental dyslexia, highlighting both universal processes (e.g., naming speed) and script-specific demands (e.g., orthographic and morphological processing). The validated assessment battery offers a language-sensitive tool for profiling dyslexia in bilingual contexts of Singapore.

Keywords: Chinese developmental dyslexia, cognitive-linguistic profiling, assessment battery development, bilingual literacy, multiple-deficit model, dyslexia subtypes.

Dr Damaris D E Carlisle

Lecturer-in-Charge, The Learning Centre

LASALLE College of the Arts, University of the Arts Singapore

Dr Damaris Carlisle is an education specialist and advocate for inclusive learning. She serves as the Lecturer-in-Charge of The Learning Centre at LASALLE College of the Arts, University of the Arts Singapore. Her research focuses on the challenges faced by learners with special educational needs in higher education and the role of digital tools in enhancing accessibility. Dr Carlisle’s work emphasises personalised approaches that empower students to achieve their academic and artistic goals. In 2021, she earned her Doctorate in Education from the University of Western Australia, further deepening her expertise in supporting diverse learners in tertiary education.

Digital Inclusion in Higher Education: A 5-Minute Toolkit

This presentation introduces the outcomes of our project to create a practical toolkit for digital inclusion. The updated "5 Minutes of Digital Inclusion" course, hosted on the Open University UK's OpenLearn Create platform, comprises five weeks of concise, five-minute videos, with participants earning a digital badge for each week completed. The course content covers Universal Design for Learning (UDL), reasonable adjustments, alternative assessment strategies, and the use of technologies like Generative AI and other assistive technologies to support neurodiverse and disabled learners.

The course has been shared with staff and students at Goldsmiths, University of London and LASALLE College of the Arts, learning and teaching networks, as well as with schools and universities across Sri Lanka.

Our session will present the findings and impact of this initiative. We will share viewing data and a qualitative analysis of reflective feedback collected from knowledge checks and follow-up interviews with course participants. The presentation will focus on key learnings regarding the effectiveness of a bite-sized video format for professional development and the observed changes in attitudes and practices among participants. We will highlight how a scalable, open-access resource can foster significant progress towards more equitable and accessible digital learning environments. The aim is to provide practical evidence and a blueprint for others looking to implement similar initiatives.

KEYWORDS: digital inclusion, neurodiversity, toolkit, universal design for learning

Dean Starbuck Bragonier

Founder & Executive Dyslexic

NoticeAbility*

Dean Bragonier is the Founder and Executive Dyslexic of oticeAbility Inc, a nonprofit organisation dedicated to helping students with dyslexia identify their unique strengths and build self-esteem.

Shaped by the challenges associated with his dyslexia and after struggling through the traditional secondary education system, Dean became a diligent and success£ul college student who developed a true love of learning at Bates College. Upon graduation, Dean embraced his entrepreneurial instincts and acquired a small seasonal restaurant on Martha's Vineyard Island that he transformed into a successful full-scale enterprise. It was through this endeavour that he was able to contextualise his years of laborious academic learning and discover the true gifts of his own dyslexic mind.

As a social entrepreneur, Dean has founded his own nonprofit organisations and served as a board member and advisor to a number of others. NoticeAbility is the culmination of Dean's passion for education and his conviction that the advantages of dyslexia far outweigh its associated challenges.

DISTINCTIONS IN SERVICE

2015 TEDX SPEAKER: Martha's Vineyard, Massachusetts

2015 LIFETIME ACHIEVEMENT AWARD RECIPIENT: The Lab School, Washington, DC

2016 POWER LAUNCH SOCIAL IMPACT FELLOW: Boston, Massachusetts

2020 LIFETIME ACHIEVEMENT AWARD RECIPIENT: The Hamilton School, Rhode Island

2018-22 NATIONAL BOARD MEMBER:  International Dyslexia Association (IDA), Baltimore

More information: 

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.

The message felt difficult to ignore: AI has the potential to unlock dyslexic talent at scale, but only if education systems and workplaces evolve quickly enough to recognise and support it.

KEYWORDS:  AI, Dyslexia, Neurodiversity, Dyslexic Strengths, Visual Thinking, Creativity, Inclusive Education, Future of Work

Professor Dianne Chambers

Director International, School of Education

Edith Cowan University, Perth, Western Australia

Professor Chambers is the Director International in the School of Education at Edith Cowan University in Perth, Western Australia. She has recently taught Special and Inclusive Education at Hiroshima University, Japan. She is published in the field of inclusive education, assistive technology, service-learning and children with ASD. Dr Chambers has a wide range of interests in the area of special and inclusive education, including the use of assistive technology to support communication and learning; accessible Open Education Resources (OER); the preparedness and attitudes of beginning teachers to accommodate students with diverse abilities in their classrooms; and Universal Design for Learning.

What We Can Learn from the Classroom Experiences of Students with Attention Deficit Hyperactivity Disorder?

Dinoshi Keiper, University of Notre Dame Australia
Dianne Chambers, Hiroshima University, Japan
Boris Handel, University of Notre Dame Australia

Despite the prevalence of attention deficit hyperactivity disorder (ADHD) in classrooms and the availability of pharmacological and behavioural interventions, students with ADHD often encounter systemic challenges that hinder academic performance, emotional stability, and social inclusion. It is, therefore, necessary to listen to the ‘voice’ of these students to understand their classroom experience. This phenomenological study of ten recently graduated (within the last seven years) secondary school students with ADHD in Australia explores, using semi-structured interviews, the educational experiences of students with ADHD through the lens of lived experience. The study identifies key themes from student narratives that negatively impact learning outcomes, including academic challenges due to executive function difficulties, poor teacher attitudes, strained peer relationships, and emotional distress. Findings suggest that effective supports include the key role of an ‘executive assistant’, inclusive classroom strategies, positive teacher-student relationships, and environments that recognise individual strengths. Educational implications include: the need for improved teacher training to increase teacher awareness of the challenges experienced by students with ADHD; career-oriented learning pathways; and system-wide adoption of inclusive classroom practices. The researchers propose strategic recommendations for fostering emotionally supportive, strength-based, and neurodiverse-affirming classroom environments.  

KEYWORDS: ADHD, executive function, inclusion, lived experience, emotional regulation, student voice

Dr Dian Dwi Sary Mustika, SpA(K), is a consultant pediatrician specialising in child health and development. She is actively involved in clinical practice, research, and academic teaching, with a particular focus on advancing evidence-based pediatric care. Dr Dian has contributed to various scientific publications and professional forums, and remains committed to improving child health outcomes through both clinical innovation and scholarly work.

A Comparative Study on The Academic Achievement of Students Without Special Education Needs (SEN) In Inclusive Classrooms Regarding the Type of Inclusion in Pekanbaru, Indonesia.

Inclusive education has been a major priority for Indonesian education policy since 2003. Although often criticised for its potential negative impact on students without education needs (SEN), recent developments have shown various possible models of inclusivity implementation, one of which is co-teaching, where special education teachers or paraprofessionals provide additional support. This study, conducted in Pekanbaru, Indonesia, aimed to compare the academic achievement of 33 first-grade students without SEN in two inclusive educational settings: with and without co-teaching. Students were tested one month after the beginning of the second semester using the Raven’s Coloured Progressive Matrices (CPM) to assess intellectual capacities, a phonological awareness test, and the Rapid Automatized Naming (RAN) test to measure reading skills, and simple counting questions to evaluate math skills. Results showed a significant difference in academic achievement, with inclusive classes that had co-teachers producing better reading skills compared to those without co-teachers, though the number of students with disabilities in each class also influenced outcomes, as fewer were recorded in co-teaching classrooms. Ideally, each class in a co-teaching setting should only include six students with disabilities or a maximum of 25–30% of the total class size. Overall, co-teaching can be considered a promising method to implement inclusivity in education, offering the potential for improved learning experiences in a more naturalistic environment. Keywords: co-teaching, inclusive classroom, academic achievement, special education needs (SEN).

KEYWORDS: co-teaching, inclusive classroom, academic achievement, special education needs (SEN). 

Dr. Dinoshi Keiper
Guidance Counsellor | Psychotherapist | Specialist in ADHD & Learning Diversity

Dr Dinoshi Keiper is a registered Guidance Counsellor (Australian Counselling Association) and Psychotherapist working with a diverse range of clients across Asia-Pacific, supporting emotional wellbeing and career development. She works with students, educators, and families in supporting learners with attention deficit hyperactivity disorder (ADHD), learning difficulties, and their emotional well-being challenges.

Her work is driven by a deep commitment to helping students with diverse learning needs thrive both academically and personally. Inspired by her younger clients’ untapped potential and the barriers they face in mainstream education, Dr Keiper pursued doctoral studies to better integrate theory with classroom realities. She now works with educators and educational institutions to promote inclusive teaching practices, enhance student resilience, and improve outcomes for learners with ADHD and learning differences.

Dr Keiper is also a certified hypnotherapist (National Guild of Hypnotists, USA) and a member of the International Association of Counsellors and Therapists. She is a speaker and workshop facilitator on topics such as ADHD, inclusive education, student wellbeing, and holistic approaches to learning success.

What We Can Learn from the Classroom Experiences of Students with Attention Deficit Hyperactivity Disorder?

Dinoshi Keiper, University of Notre Dame Australia
Dianne Chambers, Hiroshima University, Japan
Boris Handel, University of Notre Dame Australia

Despite the prevalence of attention deficit hyperactivity disorder (ADHD) in classrooms and the availability of pharmacological and behavioural interventions, students with ADHD often encounter systemic challenges that hinder academic performance, emotional stability, and social inclusion. It is, therefore, necessary to listen to the ‘voice’ of these students to understand their classroom experience. This phenomenological study of ten recently graduated (within the last seven years) secondary school students with ADHD in Australia explores, using semi-structured interviews, the educational experiences of students with ADHD through the lens of lived experience. The study identifies key themes from student narratives that negatively impact learning outcomes, including academic challenges due to executive function difficulties, poor teacher attitudes, strained peer relationships, and emotional distress. Findings suggest that effective supports include the key role of an ‘executive assistant’, inclusive classroom strategies, positive teacher-student relationships, and environments that recognise individual strengths. Educational implications include: the need for improved teacher training to increase teacher awareness of the challenges experienced by students with ADHD; career-oriented learning pathways; and system-wide adoption of inclusive classroom practices. The researchers propose strategic recommendations for fostering emotionally supportive, strength-based, and neurodiverse-affirming classroom environments.  

KEYWORDS: ADHD, executive function, inclusion, lived experience, emotional regulation, student voice

DR ELEONORA PALMIERI
DIRECTOR OF PSYCHOLOGICAL AND PEDAGOGICAL
VICTOR CENTER MACERATA, ITALY

Dr Eleonora Palmieri is the Director of Psychological and Pedagogical Victor Center Macerata ( Italy), involved in dyslexia, dyspraxia, and autism according to the Crispiani Method practices.  She is also the founder of FIDIAcademy International Centre ( school for children with learning difficulties), where she works as a clinical psychologist, pedagogist and  Itard Specialist.  She is interested in special pedagogy and neurodevelopment disorders ( language, motor, perception). She has been involved in international projects as a trainer ( Singapore, Mumbai, Hong Kong, Poland, Malaysia, Dubai), and she often attends as an expert speaker at International Conferences.

She has developed and coordinated partnerships with many experts in different countries, including universities ( Poland, England, Spain, Hong Kong, Singapore, Paris), training organisations, research centres, and pedagogical advice for teachers and parents.

She is the author with Prof. Piero Crispiani of Champion Pressing, Special Intensive Practices of Cognitive Motor Training by Istituto Itard, collana Les sauvages; She has also realised a Video Motor Training Itard, she is the author of many articles and the Working Method of Champion LIRM ( Intensive Reading and  Motor Speed).

Cognitive Motor Training for Students: music and cross-system 

Enhancing general executive functions and procedural/sequential motor skills, it can be used for autism, dyslexia and neurodevelopmental disorders. The target is to improve multitasking performance, stimulating cognitive and motor functions, as cross patterns (this means crossing legs and arms in a coordinated way) are the expression of the proper functioning and the neurophysiological interactions between a range of brain regions for overall interhemispheric exchange. During the intervention, the audience will learn an infinite variety of exercises with movements and music, rhythm. This training can be easily applied in a group activity or individually.

The participants will achieve knowledge of the Crispiani Method used and how improve cognition and motor learning through movement.

KEYWORDS: Motor and cognition, executive functions, fluency, cross patterns 

DR GEETHA SHANTHA RAM
Chief Operating Officer, Director SpLD Assessment Services, Advisor, Register of Educational Therapists (Asia), Executive Editor, Asia Pacific Journal of Developmental Differences; DAS Academy Academic & Examination Board Member, International Dyslexia Association Board Member

Dr Geetha Shantha Ram is a passionate educator and researcher with over two decades of experience supporting learners with dyslexia and other specific learning differences. She currently serves as the Chief Operating Officer and Director of SpLD Assessment Services at the Dyslexia Association of Singapore (DAS).

Geetha’s work is grounded in research-informed practice. She chairs the DAS Research Committee and leads key initiatives that connect classroom practice with educational research. She is the Executive Editor of the Asia Pacific Journal of Developmental Differences, has been published in the field, and is a frequent invited speaker, presenting her work at both local and international conferences.

Geetha holds a Doctorate in Education, a Master’s in English, and a Postgraduate Certificate in Learning and Teaching in Higher Education (Distinction). She is also a trained Special Needs Educational Therapist and a strong advocate for inclusive education and equity.

She brings heart, intellect, and dedication to all her work, whether supporting students, mentoring staff, or shaping the direction of special education in Singapore.

LinkedIn: www.linkedin.com/in/geetha-shantharam

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

DR GEETHA SHANTHA RAM
Chief Operating Officer, Director SpLD Assessment Services, Advisor, Register of Educational Therapists (Asia), Executive Editor, Asia Pacific Journal of Developmental Differences; DAS Academy Academic & Examination Board Member, International Dyslexia Association Board Member

Dr Geetha Shantha Ram is a passionate educator and researcher with over two decades of experience supporting learners with dyslexia and other specific learning differences. She currently serves as the Chief Operating Officer and Director of SpLD Assessment Services at the Dyslexia Association of Singapore (DAS).

Geetha’s work is grounded in research-informed practice. She chairs the DAS Research Committee and leads key initiatives that connect classroom practice with educational research. She is the Executive Editor of the Asia Pacific Journal of Developmental Differences, has been published in the field, and is a frequent invited speaker, presenting her work at both local and international conferences.

Geetha holds a Doctorate in Education, a Master’s in English, and a Postgraduate Certificate in Learning and Teaching in Higher Education (Distinction). She is also a trained Special Needs Educational Therapist and a strong advocate for inclusive education and equity.

She brings heart, intellect, and dedication to all her work, whether supporting students, mentoring staff, or shaping the direction of special education in Singapore.

LinkedIn: www.linkedin.com/in/geetha-shantharam

DR GEETHA SHANTHA RAM
Chief Operating Officer, Director of SpLD Assessment Services, Advisor, Register of Educational Therapists (Asia), Executive Editor, Asia Pacific Journal of Developmental Differences; DAS Academy Academic & Examination Board Member, International Dyslexia Association Board Member

Dr Geetha Shantha Ram is a passionate educator and researcher with over two decades of experience supporting learners with dyslexia and other specific learning differences. She currently serves as the Chief Operating Officer and Director of SpLD Assessment Services at the Dyslexia Association of Singapore (DAS).

Geetha’s work is grounded in research-informed practice. She chairs the DAS Research Committee and leads key initiatives that connect classroom practice with educational research. She is the Executive Editor of the Asia Pacific Journal of Developmental Differences, has been published in the field, and is a frequent invited speaker, presenting her work at both local and international conferences.

Geetha holds a Doctorate in Education, a Master’s in English, and a Postgraduate Certificate in Learning and Teaching in Higher Education (Distinction). She is also a trained Special Needs Educational Therapist and a strong advocate for inclusive education and equity.

She brings heart, intellect, and dedication to all her work, whether supporting students, mentoring staff, or shaping the direction of special education in Singapore.

LinkedIn: www.linkedin.com/in/geetha-shantharam 

Executive Functioning, Study Skills, Dyslexia, Teens - Examining an Online Programme's Effectiveness

Students with dyslexia and other learning differences often experience challenges with executive functioning, study skills, organisation, and independent learning, particularly as they transition into post-secondary and tertiary education. To address this need, the Dyslexia Association of Singapore developed iStudySmart™, a two-term online intervention programme designed to strengthen executive functioning, study skills, tertiary writing, presentation skills, and learner independence through explicit, systematic, and multisensory instruction.

This study evaluated the effectiveness of the programme in improving executive functioning, tertiary learning skills, motivation, self-confidence, and independence among learners with learning differences. A mixed-methods approach was adopted, incorporating pre- and post-intervention surveys and qualitative parent feedback. Survey measures examined areas including time management, planning and organisation, presentation skills, learning difficulties, and self-efficacy.

Findings indicated positive outcomes across several domains. Participants reported improvements in time management, planning and organisation, tertiary writing, presentation skills, confidence, and independent learning behaviours. Parent feedback further supported these findings, highlighting increased confidence, improved organisation, and greater engagement in learning tasks. The results suggest that an online, structured, and differentiated intervention can effectively support the development of executive functioning and study skills among adolescents and young adults with learning differences.

The study contributes to the growing evidence supporting online interventions for learners with dyslexia and highlights the importance of providing targeted support beyond compulsory education to facilitate successful transitions into higher education and lifelong learning.

Keywords: Dyslexia, Executive Functioning, Study Skills, Online Learning, Tertiary Education, Learning Differences, Self-Efficacy, Time Management, Planning and Organisation, Educational Technology, Transition to Higher Education, Intervention Programme

Dr Geraldine Tan
Director / Principal Clinical and Counselling Psychologist

Dr Geraldine holds a Doctorate in Psychology (Clinical) (California) and a Masters in Applied Psychology (Singapore). She has almost a quarter of a century working with individuals with a multitude of psychological problems. Geraldine prides herself in being trained in a number of techniques including Choice and Reality Therapy (CTRT), Cognitive Behavioural Therapy (CBT) and Eye Movement Desensitisation and Reprocessing (EMDR). Her desire to help has filled her toolbox with exciting therapeutic methods like Hypnotherapy, and Artistic Therapeutic methods like, Play, Clay, Sand and Colour Therapy. She is also an ACTA accredited Trainer. She uses these techniques to help clients with clinical disorders and behavioural issues. Her clients span from the young ones with learning disabilities like dyslexia to autism, and adults with depression, anxiety, personality disorders to marital issues.

www.thetherapyroom.com.sg

Growing Up with Dyslexia - Navigating Social-Emotional Challenges 

This forum explores the socio-emotional experiences of individuals with dyslexia across different life stages, highlighting the challenges they face at school, at work, and in everyday life. Hear directly from our panel, comprising individuals with lived experience and experts in the field, gaining first-hand insights into challenges beyond learning difficulties. The panel will discuss the impact of unaddressed social-emotional concerns, gaps in support systems, and current approaches to better meet the holistic needs of individuals growing up with dyslexia. 

GHAZALI BIN ABDUL WAHAB

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

GHAZALI BIN ABDUL WAHAB

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.

From Play to Problem-Solving: Integrating Educational Technology Across Preschool, Grade-Level Classrooms, and Mathematics

The use of Educational Technology (EdTech) is reshaping learning across diverse contexts. This paper compares how technology functions in preschool, grade-level classrooms, and mathematics instruction, with emphasis on practical applications for teachers and insights from recent research on AI in teacher training.

In preschool education, technology is most effective when it supports play-based exploration. Digital storybooks, touchscreen games, and creative apps help build literacy, numeracy, and social-emotional skills. The key challenge is ensuring technology enhances rather than replaces active play and peer interaction.

In elementary and secondary classrooms, EdTech broadens opportunities for differentiated instruction, collaboration, and accessibility. Platforms such as gamified systems, learning management tools, and AI-powered assistants support lesson planning, assessments, and student engagement. Yet meaningful integration depends heavily on teacher readiness. A German study on AI literacy revealed that structured training significantly increased teachers’ confidence, willingness, and preparedness to use AI tools, highlighting professional development as critical for successful adoption.

In mathematics instruction, digital technologies provide unique advantages by making abstract concepts tangible. Virtual manipulatives, dynamic geometry software, and AI-driven tutoring systems enable students to visualise, test, and refine problem-solving strategies. However, teachers must balance technology use with critical thinking and guided practice to avoid oversimplification.

This panel discussion will highlight how EdTech adoption varies across these learning contexts, comparing successes and challenges. Ultimately, the dialogue will emphasise that teacher preparation remains the cornerstone of meaningful technology integration for learners of all ages.

KEYWORDS:  Educational Technology, Preschool, Maths

Ms Grace James - Grace is an Occupational Therapist who has worked across Australia and in Fiji. She has experience in providing services to a range of neurodiverse clients, including clients with dyslexia in the area of handwriting, executive functioning and academic work. She is currently the team leader for the Access Ability team at James Cook University (Australia) which coordinates and manages adjustments for university students with dyslexia and other learning disorders.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well-equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

Dr Huang brings international experience from Singapore, Hong Kong, and China. She is currently an Associate Lecturer at SUSS. Previously, she served as the Head of Curriculum at KLCII and as an Assistant Professor at Beijing Normal University. With more than a decade of experience in early childhood education, her research and practice focus on mathematics and science education, inclusive education, social-emotional learning, and family engagement in the early years.

Moving to Think: The Impact of Movement Coding on Computational Thinking in Children Aged 4–6 

With the rapid advancement and widespread adoption of artificial intelligence, cultivating children’s computational thinking has become an increasingly important focus. Movement Coding is a novel teaching and learning approach that integrates movement activities into unplugged coding tasks, grounded in embodied cognition theory.

This study investigated the contribution of Movement Coding in enhancing the computational thinking of children aged 4–6, while also examining potential differences across gender and grade levels. An intervention study was conducted with 47 preschool children in China, who were randomly assigned to either an experimental group or a control group. The experimental group engaged in Movement Coding activities, while the control group continued with standard instruction. Both groups were assessed on their computational thinking levels before and after the intervention. After three months, the results showed that:

1. Movement Coding had a significant positive impact on the computational thinking of children aged 4–6 compared to the control group.

2. Grade level significantly influenced the effectiveness of Movement Coding on computational thinking.

3. Gender differences, however, were not significant in terms of the impact of Movement Coding.

KEYWORDS: Computational thinking; Movement; Coding; Intervention; Early childhood education

Professor Jennifer George

Computing Head of Department 

Goldsmiths University London, UK

Professor Jennifer George is passionate about inclusion and accessibility and is currently working with students and leading the department, school and championing for Goldsmiths to improve student experience. She is also a National Teaching Fellow. 

During her time at Goldsmiths, she made the department disability inclusive and scaled up this practice to have a wider impact. She teaches and supervises students in various areas of human-computer interaction (HCI), theology and the digital world and inclusion and accessibility in learning, teaching and assessments.

She has a keen interest in pedagogy and technology-enhanced learning and was previously academic lead for learning technologies and digital media at Anglia Ruskin University.

Jennifer also shares her expertise with other Universities as an Accessibility Consultant.

Digital Inclusion in Higher Education: A 5-Minute Toolkit

This presentation introduces the outcomes of our project to create a practical toolkit for digital inclusion. The updated "5 Minutes of Digital Inclusion" course, hosted on the Open University UK's OpenLearn Create platform, comprises five weeks of concise, five-minute videos, with participants earning a digital badge for each week completed. The course content covers Universal Design for Learning (UDL), reasonable adjustments, alternative assessment strategies, and the use of technologies like Generative AI and other assistive technologies to support neurodiverse and disabled learners.

The course has been shared with staff and students at Goldsmiths, University of London and LASALLE College of the Arts, learning and teaching networks, as well as with schools and universities across Sri Lanka.

Our session will present the findings and impact of this initiative. We will share viewing data and a qualitative analysis of reflective feedback collected from knowledge checks and follow-up interviews with course participants. The presentation will focus on key learnings regarding the effectiveness of a bite-sized video format for professional development and the observed changes in attitudes and practices among participants. We will highlight how a scalable, open-access resource can foster significant progress towards more equitable and accessible digital learning environments. The aim is to provide practical evidence and a blueprint for others looking to implement similar initiatives.

KEYWORDS: digital inclusion, neurodiversity, toolkit, universal design for learning

HANI ZOHRA MUHAMAD
PRINCIPAL EDUCATIONAL THERAPIST AND EDUCATIONAL ADVISOR
RETA FELLOW
DYSLEXIA ASSOCIATION OF SINGAPORE 

Hani Zohra Muhamad is a Principal Educational Therapist and an Educational Advisor. She has been teaching at the Dyslexia Association of Singapore for close to twenty years. Hani contributes to the training and mentoring of new educational therapists, guides colleagues with classroom management and challenges students. She holds a Master's Degree in Education (Special Education) from Nanyang Technological University (NIE-NTU) and a Cambridge International Diploma for Teachers and Trainers (Dyslexia). Hani is a Fellow member of the Register of Educational Therapists Asia (RETA).

From Play to Problem-Solving: Integrating Educational Technology Across Preschool, Grade-Level Classrooms, and Mathematics

The use of Educational Technology (EdTech) is reshaping learning across diverse contexts. This paper compares how technology functions in preschool, grade-level classrooms, and mathematics instruction, with emphasis on practical applications for teachers and insights from recent research on AI in teacher training.

In preschool education, technology is most effective when it supports play-based exploration. Digital storybooks, touchscreen games, and creative apps help build literacy, numeracy, and social-emotional skills. The key challenge is ensuring technology enhances rather than replaces active play and peer interaction.

In elementary and secondary classrooms, EdTech broadens opportunities for differentiated instruction, collaboration, and accessibility. Platforms such as gamified systems, learning management tools, and AI-powered assistants support lesson planning, assessments, and student engagement. Yet meaningful integration depends heavily on teacher readiness. A German study on AI literacy revealed that structured training significantly increased teachers’ confidence, willingness, and preparedness to use AI tools, highlighting professional development as critical for successful adoption.

In mathematics instruction, digital technologies provide unique advantages by making abstract concepts tangible. Virtual manipulatives, dynamic geometry software, and AI-driven tutoring systems enable students to visualise, test, and refine problem-solving strategies. However, teachers must balance technology use with critical thinking and guided practice to avoid oversimplification.

This panel discussion will highlight how EdTech adoption varies across these learning contexts, comparing successes and challenges. Ultimately, the dialogue will emphasise that teacher preparation remains the cornerstone of meaningful technology integration for learners of all ages.

KEYWORDS:  Educational Technology, Preschool, Maths

HANI ZOHRA MUHAMAD
PRINCIPAL EDUCATIONAL THERAPIST AND EDUCATIONAL ADVISOR
RETA FELLOW
DYSLEXIA ASSOCIATION OF SINGAPORE 

Hani Zohra Muhamad is a Principal Educational Therapist and an Educational Advisor. She has been teaching at the Dyslexia Association of Singapore for close to twenty years. Hani contributes to the training and mentoring of new educational therapists, guides colleagues with classroom management and challenges students. She holds a Master's Degree in Education (Special Education) from Nanyang Technological University (NIE-NTU) and a Cambridge International Diploma for Teachers and Trainers (Dyslexia). Hani is a Fellow member of the Register of Educational Therapists Asia (RETA).

I Learn Differently: Understanding and Supporting Struggling Learners

Many students experience significant learning difficulties despite not meeting the criteria for a formal diagnosis of a specific learning disorder. These learners often struggle with foundational literacy skills, executive functioning, attention, emotional regulation, and engagement, placing them at risk of underachievement and exclusion from appropriate intervention. This poster explores the characteristics of these "struggling learners" and examines how targeted literacy intervention can support their academic and personal development.

Using a case study approach, the poster presents the experiences of two students with cognitive delays residing in a state-run Children's Home. Both learners demonstrated difficulties in phonological awareness, reading, spelling, language development, attention, emotional regulation, and social interaction. Over a 20-week intervention period, data were collected through classroom observations, progress monitoring, and ongoing instructional planning.

Intervention was guided by the principles of Orton-Gillingham and the Mediational Intervention for Sensitising Caregivers (MISC) framework. Instruction incorporated explicit phonics teaching, vocabulary and language development, grammar instruction, reading comprehension support, educational technology, and differentiated teaching strategies tailored to each learner's profile. Behavioural and emotional support strategies were integrated to foster engagement, confidence, and positive learning behaviours.

Findings suggest that struggling learners can make meaningful progress when intervention is responsive, structured, multisensory, and emotionally supportive. The case studies highlight the importance of early identification, regular progress monitoring, collaboration with caregivers, and strengths-based approaches that recognise learner potential beyond diagnostic labels. The poster advocates for a broader understanding of learner diversity and encourages educators to move from viewing students as "struggling learners" to recognising them as individuals who learn differently.

Keywords: Learning Differently, Struggling Learners, Literacy Intervention, Orton-Gillingham, Response to Intervention (RTI), Differentiated Instruction, Cognitive Delay, Reading Difficulties, Phonological Awareness, Educational Therapy, Progress Monitoring, Student Engagement, Inclusive Education, Case Study, Mediational Intervention for Sensitising Caregivers (MISC)

President
DYSLEXIA ASSOCIATION OF SARAWAK

Dr Haironi Yusoff is the President of the Dyslexia Association of Sarawak, a non-profit organisation dedicated to supporting children and individuals with dyslexia and other learning differences through intervention programmes, assessments, teacher training, parental support, and community awareness initiatives. She has been actively involved in advancing understanding of dyslexia and inclusive education in Sarawak through advocacy, professional collaboration, and outreach programmes. Dr Haironi has contributed to discussions on learning difficulties, early intervention, and child wellbeing, and has worked alongside educators, researchers, healthcare professionals, and community organisations to strengthen support systems for learners who learn differently across the region.

LinkedIn: https://www.linkedin.com/in/haironi-yusoff-961387a1

Inch is an award-winning artist who works at the intersection of music, tech, and theatre. A recipient of the Compass Award for Artistic Excellence, the National Youth Award, and named Woman of the Future, she lives in Singapore with two cat overlords and a brain that skips steps to see patterns first. She is currently working on her next artistic endeavour, Myles: Soulmate in a Box — a new one-woman musical about AI and artificial intimacy — presented by SRT in May 2026.

Growing Up with Dyslexia - Navigating Social-Emotional Challenges 

This forum explores the socio-emotional experiences of individuals with dyslexia across different life stages, highlighting the challenges they face at school, at work, and in everyday life. Hear directly from our panel, comprising individuals with lived experience and experts in the field, gaining first-hand insights into challenges beyond learning difficulties. The panel will discuss the impact of unaddressed social-emotional concerns, gaps in support systems, and current approaches to better meet the holistic needs of individuals growing up with dyslexia. 

Irene Ong is a reflective and practice-grounded early childhood consultant with more than 20 years in the sector. Her career spans the full spectrum of roles, beginning as an early childhood educator and progressing through principal, cluster head, and operations manager. In these roles, she set up new centres, ensured licensing and SPARK accreditation, coached teams, and built systems for managing parent feedback and handling difficult conversations with confidence. Irene now serves as a consultant and trainer at KLC International Institute, where she specialises in inclusive classroom practices, executive function, behaviour guidance, and educator development. Known for her ability to translate real-world challenges into responsive strategies, Irene equips teachers and leaders with tools that are both practical and sustainable, helping to create environments where children, families, and educators thrive.

Every Child · Every Teacher: A Ground-Up Advocacy for Valuing All

Ground-up advocacy in education begins with the conviction that every child matters, and therefore every teacher matters too. Every teacher includes not only professional educators but also parents, as the child’s first teachers. This session presents the Every Child · Every Teacher (ECET) framework as a ground-up advocacy movement to build inclusive, thriving communities in early childhood education.

At its heart, ECET emphasises that both children and teachers must be VALUED — validated, affirmed, loved, understood, enabled, and developed. For children, this means being acknowledged, encouraged, respected, listened to, offered choices, and nurtured for growth. For teachers, it means receiving the same dispositions and support so that they can pour into children from a place of wellness and strength.

The session highlights four advocacy thrusts: (1) meeting every child’s diverse needs through inclusive practices, (2) supporting teacher well-being across mental, emotional, and professional domains, (3) strengthening parent partnerships in the learning journey, and (4) improving ecosystems through collaboration, job redesign, and communities of practice.

Drawing on practice experience and ground-up initiatives, this presentation shows that advocacy is not about adding tasks but shaping dispositions. Choosing kindness, connecting before correcting, and embedding advocacy into everyday practice transform not just children’s experiences but also educator culture and systemic structures. Ultimately, ECET demonstrates that valuing every child and every teacher is the foundation for sustainable inclusion and empowerment in education.

Keywords:  Advocacy, Every Child Every Teacher, Inclusive Practices, Teacher Wellbeing, Parent Engagement, Ecosystem Change

Irene Ong is a reflective and practice-grounded early childhood consultant with more than 20 years in the sector. Her career spans the full spectrum of roles, beginning as an early childhood educator and progressing through principal, cluster head, and operations manager. In these roles, she set up new centres, ensured licensing and SPARK accreditation, coached teams, and built systems for managing parent feedback and handling difficult conversations with confidence. Irene now serves as a consultant and trainer at KLC International Institute, where she specialises in inclusive classroom practices, executive function, behaviour guidance, and educator development. Known for her ability to translate real-world challenges into responsive strategies, Irene equips teachers and leaders with tools that are both practical and sustainable, helping to create environments where children, families, and educators thrive.

From Belonging to Engagement: Executive Function as a Pathway to Inclusive Early Childhood Classrooms

Inclusion in early childhood education is more than physical presence—it begins with a deep sense of belonging. When children feel safe, valued, and connected, they are more likely to participate meaningfully in classroom life and, ultimately, engage deeply in learning. This paper proposes a progression for inclusive practice: Belonging → Participation → Engagement, with participation understood as a continuum rather than a single step.

At its most basic level, participation may simply mean being physically present in the group—sitting in circle time or joining peers at the table, even without active involvement. For many children with additional needs, this is a significant and positive step. With support, participation develops further into active involvement, where children respond to routines or attempt activities with guidance, and eventually into interactive participation, where they initiate, collaborate, and engage independently with peers.

Executive Function (EF) skills—working memory, inhibitory control, and cognitive flexibility—form the bridge that allows children to move through these stages. Research highlights EF as critical for learning and behaviour regulation (Diamond, 2013), and programmes such as Tools of the Mind (Bodrova & Leong, 2007) illustrate how EF can be nurtured through everyday classroom practices.

Drawing on practice-based experience, this paper shares strategies including structured routines, visual prompts, positive behaviour supports, and Universal Design for Learning adaptations. Case examples highlight how small, intentional shifts enable children with additional needs to move from belonging, through the levels of participation, into sustained and joyful engagement. 

When educators prioritise belonging as the foundation and layer EF-aligned practices, inclusion becomes both achievable and sustainable. This approach empowers educators, strengthens parent partnerships, and most importantly, ensures that children who learn differently can thrive in classrooms where they truly belong.

Keywords:  Belonging, Participation, Engagement, Executive Function, Inclusive Practices, Early Childhood Education

Dr Iris Yu

Teaching Fellow

Centre for Research in Child Development

National Institute of Education, Nanyang Technological University

Dr Iris Yu is a researcher, an educator and an educational psychologist. Most of her career has been spent at the Ministry of Education in Singapore as an Educational Psychologist, supporting intervention research to improve outcomes for students with special educational needs (SEN). Her research interests are focused on inclusive learning environments and transitions, especially for students with SEN, and using qualitative research approaches to highlight participant voice and lived experiences.  She is currently a co-investigator in the DREAMS study, a longitudinal study of adolescents in Singapore's secondary schools, with a focus on students with Special Educational Needs. 

Adolescents with SpLD in Singapore mainstream schools: What helps them to thrive?

Students with Specific Learning Disabilities (SpLD), including dyslexia, dyscalculia, and dyspraxia, represent the largest group of students with special educational needs (SEN) in Singapore’s mainstream schools. International research indicates that they often experience academic difficulties and, despite their efforts, may not achieve their full potential (e.g., Zhao et al., 2019).

This presentation draws from Singapore’s first-ever comprehensive longitudinal study of adolescents in Singapore, known as DREAMS: DRivers, Enablers, and pathways of Adolescent developMent in Singapore. From a sample of 5928 students, 154 students self-identified as having SpLD, and we focus on their lived experiences. A multi-year, mixed-method approach is used to understand their experience in a mainstream secondary school, including their academic struggles and overall well-being. By taking a deeper look into students who report more positive well-being, we are able to distil potential mediating factors that support them in their holistic development during the critical developmental period of adolescence, where they begin their journey from being a child to a young adult.

The findings suggest that while many students with SpLD seem to cope, a substantial number continue to struggle and may require targeted interventions to improve their academic performance and socio-emotional health.  We emphasise the importance of understanding the unique challenges faced by these students and use research findings to facilitate an understanding of their needs and suggest strategies to foster a supportive educational environment. By adopting a proactive approach, educators can significantly impact the lives of students with SpLD, facilitating their academic success and positive well-being. 

KEYWORDS: Adolescent Development, Inclusive Education, Lived-Experience, Well-Being

ISSAC LIM
FOUNDER, SOCIAL SCIENTIST

Issac is the founder of social science consultancy, Anthro Insights. He specialises in helping organisations develop scientifically rigorous people strategies. His approach to tackling complex organisational challenges is shaped by his training in the social, behavioural, and organisational sciences, and his lived experience with dyslexia and auditory processing disorder. Through Anthro, the people-insights company he founded, he advances his mission to foster a society that embraces diversity as a strength. His work helps organisations create environments where employees can thrive both professionally and personally. He also teaches organisational behaviour, leadership, and decision-making at his alma mater, the NUS Business School. He received his PhD in Education from Oxford University.

Growing Up with Dyslexia - Navigating Social-Emotional Challenges 

This forum explores the socio-emotional experiences of individuals with dyslexia across different life stages, highlighting the challenges they face at school, at work, and in everyday life. Hear directly from our panel, comprising individuals with lived experience and experts in the field, gaining first-hand insights into challenges beyond learning difficulties. The panel will discuss the impact of unaddressed social-emotional concerns, gaps in support systems, and current approaches to better meet the holistic needs of individuals growing up with dyslexia. 

Dr Jacqueline Lim, Senior Lecturer - Jacqueline is a senior lecturer at James Cook University and has worked as a speech pathologist for more than 20 years in Australia and Canada. She has worked with children and adults with a range of speech, language and swallowing difficulties. She has a particular interest in working with children with childhood apraxia of speech, phonological disorders and literacy difficulties. She received her PhD from the University of Sydney, and her current research interests include treatment in childhood apraxia of speech and literacy.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

JIAROU OOI

Founder of Joyeux
Early Interventionist, Educational Therapist, Handwriting specialist

Jiarou has more than a decade of experience supporting children with diverse needs in various settings, including EIPIC centres, childcare and preschool environments, mainstream schools and home-based sessions. Her strong passion and dedication led her to open her own private practice, where she can continue to serve the children and their families. Her approach is rooted in her strong collaboration with parents, ensuring consistency and support across both home and school environments. Where necessary, school visitation allows her to work closely with MOE teachers, creating a holistic and coordinated support system tailored to each child’s needs.

Jiarou holds a Master's in Inclusive and Special Education, a Degree in Psychology, and her professional qualifications include a Specialist Diploma in Early Childhood Learning Support, an Advanced Diploma in Early Childhood Intervention and certifications in Dyslexia & Literacy Teaching and Autism. Additionally, as an Educational Therapist, she is a Fellow with the Register of Educational Therapists (Asia).

Supporting Diverse Learners in the Mainstream Primary Schools

Many students with diverse needs tend to struggle in the mainstream primary schools, and it is critical that parents and educators must strive to work closely to support these learners. Drawing from their experiences supporting these students, Jiarou and Julia hope to share their case studies with the audience. Seeking to first understand our learners, they will also explore practical strategies to support them across the classroom and home environments. This session aims to equip parents and educators with methods to effectively support children in the mainstream primary schools.

Key terms: diverse learning needs, specific learning difficulty, learning differences, neurodiverse, social-emotional, behavioural issues, communication, environmental factors, empowering, learning, independence, responsibility, confidence, self-esteem, meta-cognitive, primary school, parents, educators, strategies, positive behaviour support, organisation, executive function and digital technology

DR JUNE SIEW

Head of DAS Academy

Dr June Siew is an adult educator and leader in the field of inclusive education. As Head of DAS Academy, she works closely with educators and parents to design learning environments that support the success of every child.

A pioneer in advocating inclusive practices within mainstream schools, Dr Siew has played a pivotal role in building the capacity of inclusive educators since 2005. Her work has contributed significantly to strengthening inclusive practices across the mainstream education system.

Dr Siew is a regular speaker and trainer at the National Institute of Education (NIE), Ministry of Education (MOE) schools, and at both local and international conferences. Under her leadership, DAS Academy has been recognised as a domain expert within the special needs education landscape.

Dr Siew holds a Doctor of Education, jointly awarded by University College London and Nanyang Technological University, and is a Fellow of the Register of Educational Therapists (Asia).

She strongly believes that meaningful family and community partnerships are central to every child’s success and continues to work collaboratively with stakeholders to ensure that all learners can thrive.

Exploring how Philosophy for Children (P4C) Shapes Thinking in Young Children

In an era where artificial intelligence (AI) increasingly generates answers, automates processes, and shapes decision-making, the need to intentionally cultivate independent thinking has never been more critical. In this information-saturated world, it is therefore essential to begin nurturing these skills from early childhood.

This presentation introduces an upcoming research study that explores how simple, familiar stimuli can be used to cultivate rich thinking in preschool classrooms through the Philosophy for Children (P4C) approach. Philosophy for Children (Lipman, 2003) is a pedagogical approach that encourages children (age 6 to 16 years) to engage in critical, creative, collaborative and caring thinking through open-ended and teacher-facilitated discussions using a shared stimulus (e.g. story, picture or object). The study explores the role of P4C in fostering early thinking skills and its potential benefits for preschool children, including those at risk of language learning challenges, such as dyslexia. Children who are at-risk of these challenges may not have the necessary verbal expressive abilities to sustain engagement in dialogues that are characteristic of P4C sessions. Eventually, this study seeks to contribute to early childhood pedagogy by examining if P4C is an inclusive and developmentally accessible approach to learning in the early years. 

The presentation also invites participants into the research itself, offering a first-hand experience of P4C as adult learners. Participants will engage in guided inquiry using everyday stimuli to deepen children’s thinking. The presentation aims to spark interest among preschools to partner in this research and consider how P4C sessions can be meaningfully integrated into existing curricula.  

Keywords: philosophy for children, inclusive practices, critical thinking, early childhood education

Ms Joanne Martin - Joanne is a speech-language pathologist who works with Education Queensland, Australia, to provide speech-language pathology services to children with a range of communication and literacy issues. She is passionate about improving the academic experiences of children with dyslexia and other learning disorders. She also has a nursing background and is currently working as a nurse within the Queensland Health department.

From shame to empowerment: A qualitative exploration of the clinical placement experiences of speech pathology students with dyslexia

As part of their professional training, speech-language pathology (SLP) students must undertake several periods of clinical practice or placement in order to not only learn practical skills associated with their profession but also to practice applying their theoretical knowledge in the clinical context. Executive functioning skills such as working memory, information processing, organisation and time management are all skills that are needed during the clinical practice experience. However, many SLP students with dyslexia may need reasonable adjustments in order to successfully manage their clinical placements. This study outlines the results of a qualitative research study where newly graduated and current 4th-year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th-year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Thematic analysis identified four core themes - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students are better understood so that practice educators are well equipped with ways to support such students.

Keywords: dyslexia, clinical placement, speech-language pathology

JOLENE PANG
LECTURER, DAS ACADEMY
RETA ASSOCIATE FELLOW

Jolene has over a decade of experience in Special Educational Needs (SEN). She began her career as an English teacher trained in SEN and as a Dyslexia Coach with the Ministry of Education (MOE), before joining a Social Service Agency as an Educational Therapist within a multi-disciplinary team. Through her direct work with children with SEN and their families – from preschool to primary school, and across both school and student care settings – Jolene has developed a deep understanding of their challenges and of effective, practical strategies for supporting them. Over the past 10 years, Jolene has also conducted training and customised coaching for educators and parents, equipping them with tools to help these children thrive. Her leadership experience includes serving as Deputy Lead of the Dyslexia Coach team at MOE HQ and Deputy Head of a child development unit. Jolene is passionate about advocating for inclusive, evidence-based practices that enhance the lives of children with SEN. 

Building and Supporting Executive Function Skills: Foundations for School Success and Beyond

Executive function (EF) skills – working memory, inhibitory control and cognitive flexibility – are essential for academic achievement and equally critical for managing daily responsibilities, building friendships, regulating emotions, and developing independence. Evidence shows that direct instruction in EF, combined with strategic classroom supports, produces measurable improvements across learning and life domains. These skills predict not only school success but long-term outcomes, including health, well-being and employment. Yet, executive functions are rarely taught explicitly.

What research confirms is that EF skills are not fixed; they can be taught, scaffolded and strengthened. This session will provide evidence-based, practical strategies for developing EF in school-age students in educational therapy or classroom settings: explicitly teaching EF concepts and embedding EF development within existing instruction. Participants will leave empowered by a new lens for understanding the children they support. 

Keywords: Executive function, working memory, inhibitory control, cognitive flexibility, school success

Julia Clouter
Global Head of Education
Empowering Tech & Scanning Pens

With over 25 years’ experience in SEN, literacy, and behaviour, Julia Clouter is an established leader in inclusive education. As Global Head of Education at Empowering Tech, she drives international research and training initiatives focused on assistive technology.

A former SENCo and Designated Safeguarding Lead, Julia brings frontline expertise to her strategic work in advancing accessibility and equity.

Coaching and Pairing for Impact: An Inclusive Literacy Framework Built on Assistive Technology and Orton-Gillingham Principles for Phonics Recovery. She is an ambassador for Succeed With Dyslexia, a published author, and a consultant to the UK Department for Education. Through her collaboration with Scanning Pens, Julia develops educational resources and leads a continuing professional development programme on assistive technology — empowering educators to create inclusive classrooms where every learner can thrive.

Coaching and Pairing for Impact: An Inclusive Literacy Framework Built on Assistive Technology and Orton-Gillingham Principles for Phonics Recovery. 

Literacy Junction is a digital training package delivered as one-to-one support, paired with Reading Pen TTS technology for learners who have not embedded reading at Level 3.

Title: Coaching and Pairing for Impact: An Inclusive Literacy Framework Built on Assistive Technology and Orton-Gillingham Principles for Phonics Recovery.' 

Abstract:  This paper presents a scalable literacy intervention model tailored for learners aged 9–14 with persistent literacy difficulties linked to dyslexia and other Specific Learning Difficulties (SpLD). It integrates Literacy Junction (LJ), a multi-sensory phonics programme built on Orton-Gillingham principles, with assistive technology (AT) coaching using Reading Pens. This pairing provides a fully scaffolded solution for students who have not progressed with traditional Systematic Synthetic Phonics (SSP) approaches.

Trialled in a Birmingham-based UK case study, learners supported via Wave 3 interventions demonstrated rapid gains in reading fluency, comprehension, and writing. Early results show learners achieving progress equivalent to a full academic year within ten weeks. The combined coaching and pairing model produced a 35% improvement in literacy outcomes—significantly outperforming either intervention in isolation.

This dual-strategy approach empowers learners with SpLD to “learn to read” while simultaneously enabling them to “read to learn.” By aligning inclusive pedagogies, AT integration, and learner-led coaching, the framework fosters learner independence and sustained academic success.

The submission proposes a replicable model for teaching excellence, grounded in multidisciplinary collaboration, real-world data insights, and equity-driven design, uniting transformative ideas to help close the literacy gap.

Keywords:  #AssistiveTechnology #OrtonGillingham #LiteracyIntervention #DyslexiaSupport #CoachingAndPairing #ReadingPens #Wave3Support #SENDEducation #InclusiveTeaching #TeachingExcellence #IndependentLearning #MultisensoryTeaching #EducationEquity #BirminghamCaseStudy #SENDStation

Julia Ong
Adjunct Lecturer,
Early Interventionist, Educational Therapist

Drawing on her past experiences working with learners of diverse needs in Singapore and Canada, Julia has developed a strong global awareness and interest in the field of Early Intervention and SPLD over the last 20 years.

Julia holds a Master of Education (Early Childhood), Post Baccalaureate Diploma in Special Education and Postgraduate Certificate in Specific Learning Differences.

As an educational therapist, she is OG trained and a Fellow with the Register of Educational Therapists (Asia). Her passion and advocacy also drive her in her current work as an adjunct lecturer, and she looks forward to the day when schools and educators welcome neurodiversity in their classrooms.

Supporting Diverse Learners in the Mainstream Primary Schools

Many students with diverse needs tend to struggle in the mainstream primary schools, and it is critical that parents and educators must strive to work closely to support these learners. Drawing from their experiences supporting these students, Jiarou and Julia hope to share their case studies with the audience. Seeking to first understand our learners, they will also explore practical strategies to support them across the classroom and home environments. This session aims to equip parents and educators with methods to effectively support children in the mainstream primary schools.

Keywords: diverse learning needs, specific learning difficulty, learning differences, neurodiverse, social-emotional, behavioural issues, communication, environmental factors, empowering, learning, independence, responsibility, confidence, self-esteem, meta-cognitive, primary school, parents, educators, strategies, positive behaviour support, organisation, executive function and digital technology

KALPHANA CHANDRASEGARAN
SENIOR EDUCATIONAL THERAPIST
RETA ASSOCIATE FELLOW

Kalphna began her journey with the Dyslexia Association of Singapore (DAS) in 2015. She currently serves as a Senior Educational Therapist and Edutech Coordinator. Holding a Post-Graduate Certificate in Special Educational Needs (SEN), she is also a Google Certified Educator (Levels 1 and 2).

In her role, Kalphna oversees the digital testing systems at DAS and trains students in the iWorkSmart programme, which focuses on strengthening executive functioning skills. She has extensive experience teaching across both the Main Literacy Programme (MLP) for learners with dyslexia and the iReaCH programme for students with diverse learning profiles.

Beyond the classroom, Kalphna is a passionate advocate for educational technology and inclusive practices. She has presented at the EduTech Conference in Singapore (2019 & 2022) and contributed articles to DAS publications, sharing her expertise and insights with the wider education community.

iWorkSmart: Building confidence and lifelong skills through practical strategies and digital tools 

The iWorkSmart course was developed to help learners better understand and strengthen their executive functioning skills, which play a critical role in everyday life. Targeted at participants aged 15 and above with or at risk of dyslexia, the course combined theory, practical strategies and hands-on use of digital tools to support organisation, self-regulation and productivity. The learning experience was highly interactive, featuring peer collaboration and practical exercises that encouraged active participation and reflection. Feedback from participants was positive, with many highlighting the usefulness of the tools and strategies for managing their tasks. Learners also valued being able to customise digital approaches to suit their personal needs. These findings suggest that technology-enhanced executive function learning experiences not only increase learner engagement and satisfaction but also provide sustainable strategies for lifelong organisation and self-management.

KEYWORDS:   Executive functioning, dyslexia, self-regulation, organisation skills, productivity, Digital tools, Technology-enhanced learning, Interactive learning, Peer collaboration, Lifelong learning, Learner engagement, Self-management

KATHLEEN CHAN
Lead Psychologist,
DAS SpLD Assessment Services
Registered Psychologist

Kathleen is a registered psychologist who is a part of the SpLD Assessment Services team at DAS. Her primary role involves conducting psycho-educational assessments for children and adults, and she also develops and facilitates social-emotional programmes for school-aged students. Driven by a strong passion for holistic growth, she is committed to supporting their learning, emotional wellbeing, and overall development.  

Growing Up with Dyslexia - Navigating Social-Emotional Challenges 

This forum explores the socio-emotional experiences of individuals with dyslexia across different life stages, highlighting the challenges they face at school, at work, and in everyday life. Hear directly from our panel, comprising individuals with lived experience and experts in the field, gaining first-hand insights into challenges beyond learning difficulties. The panel will discuss the impact of unaddressed social-emotional concerns, gaps in support systems, and current approaches to better meet the holistic needs of individuals growing up with dyslexia. 

Professor Kenneth Poon Kin Loong

Foundation Chair Professor of Education

Dean, Researcher, 

Centre Director of the Centre for Research in Child Development

National Institute of Education, Nanyang Technological University

Kenneth Poon is Lien Foundation Chair Professor. A clinical psychologist and early interventionist by training, he serves concurrently as Dean, Research, as well as Centre Director of the Centre for Research in Child Development at the National Institute of Education, Nanyang Technological University. His research focuses on the development of children, especially those with disabilities and those from low-income environments. Kenneth currently serves as Singapore's child representative to the ASEAN Commission for the Promotion and Protection of the Rights of Women and Children. He also serves in consultancy, advisory, or Board roles to the government, social service agencies, as well as international organisations. 

Adolescents with SpLD in Singapore mainstream schools: What helps them to thrive?

Students with Specific Learning Disabilities (SpLD), including dyslexia, dyscalculia, and dyspraxia, represent the largest group of students with special educational needs (SEN) in Singapore’s mainstream schools. International research indicates that they often experience academic difficulties and, despite their efforts, may not achieve their full potential (e.g., Zhao et al., 2019).

This presentation draws from Singapore’s first-ever comprehensive longitudinal study of adolescents in Singapore, known as DREAMS: DRivers, Enablers, and pathways of Adolescent developMent in Singapore. From a sample of 5928 students, 154 students self-identified as having SpLD, and we focus on their lived experiences. A multi-year, mixed-method approach is used to understand their experience in a mainstream secondary school, including their academic struggles and overall well-being. By taking a deeper look into students who report more positive well-being, we are able to distil potential mediating factors that support them in their holistic development during the critical developmental period of adolescence, where they begin their journey from being a child to a young adult.

The findings suggest that while many students with SpLD seem to cope, a substantial number continue to struggle and may require targeted interventions to improve their academic performance and socio-emotional health.  We emphasise the importance of understanding the unique challenges faced by these students and use research findings to facilitate an understanding of their needs and suggest strategies to foster a supportive educational environment. By adopting a proactive approach, educators can significantly impact the lives of students with SpLD, facilitating their academic success and positive well-being. 

KEYWORDS: Adolescent Development, Inclusive Education, Lived-Experience, Well-Being

Foundation President
Lentera Insan Kreatif (LINK) Foundation

Mira Laurentia is the Foundation President of the Lentera Insan Kreatif (LINK) Foundation in Indonesia, where she leads the development of inclusive educational pathways for children with dyslexia and other learning differences. Through LINK's network of schools, spanning kindergarten to high school, she champions structured literacy, multisensory learning, and individualised support to help every learner reach their full potential.

Beyond supporting students directly, Mira is passionate about empowering educators. Through teacher-training initiatives and the Gerakan Bhinneka programme, she works with educators across Indonesia to build understanding of dyslexia and equip teachers with practical strategies to support learners who learn differently. Her work reflects a strong commitment to inclusive education, teacher development, and creating learning environments where all students can thrive.

LinkedIn: http://linkedin.com/in/laurentia-mira-477240414

CEO - Dyslexia Association of Singapore
Co-Editor, The Routledge International Handbook of Dyslexia in Education

Siang Lee joined the Dyslexia Association of Singapore (DAS) in 2001 and became its Chief Executive Officer in 2014. He sits on the Board of DAS subsidiaries, DAS Academy and DAS International. Siang served on the Board of the US-based International Dyslexia Association and was the Chair of its Global Partners Programme Committee from 2016 to 2018 and he still remains a member of the Global Partners Committee representing Singapore. He has been awarded the International Dyslexia Association’s Excellence in Leadership Award 2020. Siang obtained his degree from the National University of Singapore via the sponsorship of the Singapore Armed Forces. He holds a Certificate in Dyslexia Studies and a Post Graduate Certificate in Teaching and Learning in Higher Education and in Specific Learning Differences from London Metropolitan University, as well as a Post Graduate Diploma in Financial Management from the Singapore Institute of Management and an MBA from the University of Western Australia.

Letang Jiri, BA, Accounting and Finance
Founding Director
Dyslexia and Social Support Services, Botswana

Ms Letang Jiri is the founding Director of Dyslexia and Social Support Services Botswana (DSSSB), an NGO she established in 2020 to provide support services to persons with dyslexia, families, teachers, and school administrators in Botswana. Since 2021, Ms Jiri has provided foundational training in dyslexia awareness, advocacy, and intervention. Driven by a passion for supporting persons with dyslexia, Ms Jiri has become a key player in the dyslexia community within Botswana and in the larger African continent. She is a member of the Botswana Council of Disabilities, the Africa Dyslexia Alliance, the International Dyslexia Association (IDA), and the British Dyslexia Association (BDA). She has received extensive training through the IDA and BDA professional networks of advocates and teacher-trainers.

Ms Jiri has partnered with various educational organisations in Africa and elsewhere to bring awareness of the nature, diagnosis and treatment of dyslexia to the people of Botswana. These include, but are not limited to: Dyslexia Organisation of Kenya, Lighthouse Centre in Cairo, the Dyslexia Organisation of Africa (Zimbabwe), The Odyssey School (USA), and other local organisations.

LinkedIn:  linkedin.com/in/letang-jiri-0683201bb

LIM JIA HUI
SENIOR EDUCATIONAL THERAPIST
RETA ASSOCIATE FELLOW

Jia Hui joined the Dyslexia Association of Singapore (DAS) in 2021 after graduating with an Honours degree in Psychology from the National University of Singapore (NUS). She is currently a Senior Educational Therapist, providing intervention for students with dyslexia and other specific learning differences such as ADHD and speech impairments through the Main Literacy Programme (MLP). In addition, she contributes to curriculum development within the English Language and Literacy Division (ELL), designing resources that enhance teaching and learning.

Beyond her literacy work, Jia Hui serves as Programme Manager for the iStudySmart/ iWorkSmart Programme. In this role, she conducts executive function workshops for older students and adults, equipping them with strategies to strengthen attention, planning, and self-regulation. She believes these skills are essential for supporting both academic achievement and personal well-being. Passionate about connecting learning to real-life experiences, Jia Hui strives to nurture her students’ growth mindsets, confidence, and motivation in a safe and supportive environment.

iWorkSmart: Building confidence and lifelong skills through practical strategies and digital tools 

The iWorkSmart course was developed to help learners better understand and strengthen their executive functioning skills, which play a critical role in everyday life. Targeted at participants aged 15 and above with or at risk of dyslexia, the course combined theory, practical strategies and hands-on use of digital tools to support organisation, self-regulation and productivity. The learning experience was highly interactive, featuring peer collaboration and practical exercises that encouraged active participation and reflection. Feedback from participants was positive, with many highlighting the usefulness of the tools and strategies for managing their tasks. Learners also valued being able to customise digital approaches to suit their personal needs. These findings suggest that technology-enhanced executive function learning experiences not only increase learner engagement and satisfaction but also provide sustainable strategies for lifelong organisation and self-management.

KEYWORDS:   Executive functioning, dyslexia, self-regulation, organisation skills, productivity, Digital tools, Technology-enhanced learning, Interactive learning, Peer collaboration, Lifelong learning, Learner engagement, Self-management

LIN, Xiaoxiao
Master’s Degree Student,
Department of Special Education,
National Tsing Hua University

LIN, Xiaoxiao is a Master of Science graduate in Special Education from the Department of Special Education, National Tsing Hua University, with a specialized focus on Reading Disabilitie and supplementary research experience in other special education fields; during her graduate studies, she served as a Research Assistant for 3+ faculty-led projects, contributing to tasks such as data collection, statistical analysis via SPSS, and literature reviews on reading disability screening and intervention, while presenting research findings at regional/international seminars and engaging in panel discussions on inclusive education practices; they further gained practical experience through a teaching practicum at an inclusive primary school, where they designed and implemented 15+ small-group intervention lessons for students with Reading Disabilities and adapted classroom materials for students with special educational needs, supplemented by community outreach work including volunteering at a reading support camp for children with Learning Disabilities and co-facilitating a parent workshop on home reading support, and they possess proficiency in academic English, quantitative research tools, and educational technology.

The moderation effect of Self-regulation on the relationship between Fine motor and Handwriting of Chinese children with and without Dyslexia

Learning to write can be a challenging and complex process for Chinese children, particularly for those with dyslexia. Based on its underlying mechanism, self-regulation has the potential to impact writing performance. However, this issue has received very little attention in past research. A correlational design was employed, with 100 third-grade students (50 with dyslexia, 50 typically developing) in Taiwan. Standardised assessments measured fine motor skills (VMI), self-regulation (HTKS-R), and handwriting performance across tasks of varying complexity (dictation, near-point copying, far-point copying, and basic writing ability). Results indicated that children with dyslexia exhibited significantly poorer fine motor skills than their peers (p<.001), even after controlling for age, non-verbal IQ, and character recognition. Self-regulation significantly moderated the relationship between fine motor skills and handwriting performance in near-point copying (β=0.088,p=.011) and basic writing tasks (β=0.056,p=.025), but only when self-regulation scores exceeded a threshold (≥ 34 points). This compensatory effect was more pronounced in low-complexity tasks, while high-complexity tasks (e.g., dictation) were constrained by orthographic knowledge deficits. The findings support a dynamic cognitive resource allocation model, emphasising the need for integrated interventions combining motor training and self-regulation strategies to enhance handwriting proficiency in children with dyslexia.

Keywords: self-regulation, fine motor skills, Chinese dyslexia, handwriting skills, moderation effect

LUI HAI FENG
Lead Educational Therapist,
Adjunct Lecturer, DAS Academy
RETA Member

Haifeng is currently a Lead Educational Therapist with the Chinese Programme as well as an Adjunct Lecturer with DAS Academy. He provides intervention for learners with dyslexia and other specific learning differences, with a strong focus on supporting Chinese language learning. Haifeng is committed to advancing the field of language and special education. He holds a Master of Education from the National Institute of Education, Nanyang Technological University, Singapore, and is a Member of RETA.

Word reading and spelling error analysis in poor readers of Chinese: A comparison to typical developing readers

Poor readers of Chinese make more frequent and persistent errors in word recognition and spelling tasks. However, the specific patterns, the developmental progression of these errors, and the relationship between these errors and literacy outcome remain under-explored, particularly in bilingual contexts such as Singapore.

This study aimed to examine the developmental trajectory of word recognition and spelling errors in poor readers of Chinese, and to investigate how these errors relate to literacy proficiency. It also aims to compare the error patterns of poor readers with those of typically developing (TD) peers within the English-Chinese bilingual context of Singapore to better understand group differences and inform appropriate intervention.

Participants were 113 poor readers from Primary 1 to 5. Single-character reading and two-character spelling errors were coded using a revised taxonomy, categorizing errors as visual-orthographic-, phonological-, or semantic-based. Analyses included grade-level comparisons, cluster analysis, and correlation/regression analyses to explore developmental trends and associations with literacy outcomes. Results were compared with a previous dataset of 109 TD readers from Primary 3 to 5.

Poor readers’ reading errors were predominantly visual-orthographic-based, with elevated semantic-based errors; spelling errors were primarily phonological-based, followed by visual-orthographic-based errors. Error rate showed flat or irregular developmental patterns, with key error types persisting across grades. Notably, error rates were not significantly correlated with reading or spelling scores, and cluster analysis revealed four distinct error profiles with similar overall literacy levels. In contrast, TD readers showed a steady decline in error rates and stronger associations between error rate and literacy proficiency.

Findings underscore the heterogeneity of poor readers and their persistent reliance on incomplete or inefficient integration of orthographic, phonological, and semantic processing. Unlike TD peers who exhibit integrated literacy development, poor readers show limited progress, pointing to the deficits in visual-orthographic awareness. phonological radical knowledge, morphological awareness, and orthographic-semantic mapping. These insights highlight the need for a differentiated, profile-informed intervention targeting specific error patterns.

Keywords: poor readers of Chinese; error analysis; reading; spelling; triangle model of Chinese reading.

Dr Lynne Kenney is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students in grades K-6. Dr Kenney develops curriculum, programming, and activities to improve children’s cognition through rhythmic cognitive-motor movement, executive function skill-building strategies, and social-relational learning. 

“Dr Lynne” is a pediatric psychologist on the Language & Cognition Team at Wellington-Alexander Center for the Treatment of Dyslexia, Scottsdale, Arizona. She has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and Harbor-UCLA/UCLA Medical School. As an international educator, researcher, and author, Dr Kenney is dedicated to improving the trajectory of children's learning, particularly in high-need, under-resourced communities.

In 2025, Dr Kenney published the first set of original executive function songs for classrooms on Apple Music. In 2024, Fit and Fun Playscapes launched Cognitivities™, an original collection of portable mats that combine music, art, and movement for better self-regulation. This is the first Roll-Out Activities® mat of its kind, helping children practice cognitive skills, executive function, and self-regulation in a calming and engaging way. The lyrics, written by Dr Kenney, incorporate the cognitive and social-relational lessons she brings to classrooms worldwide.

Dr Kenney’s books include Move More, Learn More! Harnessing the Brain–Body Connection in Early Childhood, 2026 (Kuczala & Kenney); Brain Primers, 2020 (Kuczala & Kenney); 70 Play Activities for Better Thinking, Self-Regulation, Learning and Behavior (Kenney & Comizio, 2016);  the Social-Emotional Literacy program, Bloom Your Room™; Musical Thinking™; and Bloom: 50 things to say, think and do with anxious, angry and over-the-top-kids (Kenney & Young, 2015). 

Since 1985, Dr Kenney has worked as an educator in community service with national organisations, including the Neurological Health Foundation, Head Start, ACT II Foundation, Understood.org, HandsOn Phoenix, SparkPE, the First Nations in Canada, and Points of Light (Generation On). Dr Kenney values working with Title I Schools.

The Importance of Understanding the Developmental Pillars in Treatment Planning for Dyslexia, ADHD, and Autism

Before implementing learning or behavioural interventions and before referring a child for medication, clinicians must first examine the subskills and subterranean skills that form the developmental pillars that precede and support learning and behaviour. Too often, treatment planning for dyslexia, ADHD, and autism targets surface-level symptoms, such as reading fluency, attention, behaviour, or social communication, without first assessing the sensory, motor, language, and neurocognitive substrates upon which these higher-order skills depend.

Dr Kenney classifies the developmental pillars as: Sensory-Motor, Language, Cognitive, and Social-Relational. Key skills within these areas include vestibular, proprioceptive, and tactile processing; bilateral coordination; rhythmic timing; postural control; and core strength and foundational executive function capacities that provide the scaffolding for academic achievement and adaptive functioning. When these pillars are underdeveloped or dysregulated, even the most evidence-based programs yield limited or inconsistent gains. Dr Kenney acknowledges contributions from conversations over 20 years with Ann Alexander, MD; Raun Melmed, MD; Stacy Fretheim, SLP-CCC; Mary Mounstephen, MA; Deb Lund, OTR/L, and Joann McFee, OTR/L, in developing her Pillars conceptualisation.

A pillar-informed evaluation reframes how we determine what a child actually needs. In dyslexia, rhythmic movement and timing-based subskills support the phonological, attentional, and procedural learning systems implicated in reading acquisition. In ADHD, assessing motor regulation, rhythmic sequencing, and executive function subskills often reveals developmental gaps that can be addressed through movement and coaching before or alongside pharmacological intervention. In autism, mapping sensory regulation, motor planning, and interoceptive awareness identifies the physiological readiness required for social and communicative learning. Only after these subskills and subterranean skills are evaluated can clinicians determine with precision the kind of treatment, educational, therapeutic, pharmacological, or combined, that a child will truly benefit from.

This session provides a practical framework for integrating the developmental pillars into intake, case conceptualisation, and cross-disciplinary treatment planning across psychology, occupational therapy, speech-language pathology, pediatrics, neuropsychology, and education. Attendees will leave with concrete tools to translate pillar-based assessment findings into individualised, neurodevelopmentally sound intervention plans, ensuring that children with dyslexia, ADHD, and autism receive the right treatment, in the right sequence, and at the right time.

Keywords: dyslexia, brain stem, cerebellum, co-existing diagnoses, developmental pillars, ADHD, ASD

MAGGIE JIANG

Canada

Maggie Jiang brings a multidisciplinary background spanning psychology, HR, data science, and neurodiversity advocacy. She develops and teaches professional learning programs through initiatives including the Career Professionals of Canada and the Law Society of Ontario, and contributes educational content through  Apolitical, a learning platform supporting managers and public servants across 137 countries. Her work focuses on helping people better understand different thinking styles, human potential, and inclusive workplaces. Alongside her work in education and workforce development, she has spent years supporting strengths-based dyslexia initiatives in China, working with families, educators, and communities to shift conversations from limitations toward creativity, problem-solving, and untapped talent. 

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.

The message felt difficult to ignore: AI has the potential to unlock dyslexic talent at scale, but only if education systems and workplaces evolve quickly enough to recognise and support it.

KEYWORDS:  AI, Dyslexia, Neurodiversity, Dyslexic Strengths, Visual Thinking, Creativity, Inclusive Education, Future of Work

Malikka Begum Binte Habib Mohamed
Senior Research Associate
Centre for Research in Child Development, National Institute of Education - Office for Research

Malikka is a Senior Research Associate at the National Institute of Education, NTU, Singapore and an affiliate member of the Australian Psychological Society, specialising in eye-tracking and bilingual literacy development. She studies how children from diverse backgrounds, including those who are bilingual, have dyslexia, ADHD or are at-risk, engage with learning environments and collaborates with students and educators to develop evidence-based strategies. Her research draws on cognitive neuroscience, developmental psychology and education to investigate how cognitive and linguistic processes shape literacy development.

To be language-specific, or not to be: An examination of the discriminative power of Nonword Repetition tasks for bilingual children at-risk for language difficulties 

Research has emphasised the importance of early detection of children at-risk for language difficulties (Chiat, 2015). While primarily validated with monolinguals, NWR tasks are increasingly applied to bilingual children (Artem-Lotem, 2012; Gibson et al., 2015). However, a critical concern is whether these tasks can differentiate developmental disorder from weakness in bilingual language proficiency (Eikerling et al., 2022). The current study investigates the discriminability utility of language-specific and non-specific NWR for bilingual children considered at risk for atypical development compared to age-matched, typically developing peers. Three NWR subscales - Cross-linguistic, English and Mother Tongue (MT) - were administered to three age groups: Kindergarten 1, Primary 1 and Primary 3 students (N = 430). Participants were matched on characteristics of age, gender, nonverbal intelligence, home literacy, and household income. Receiver Operating Characteristic (ROC) curve analyses presented the sensitivity and specificity of the different NWR subscales, with six models run across grade and MT groups. Area under the curve (AUC) values revealed that the reliability of NWR tasks in screening at-risk children varies according to age and language background. Task effectiveness was less effective in Kindergarten 1 due to underdeveloped phonological memory, improved in Primary 1 and showed moderate MT-dependent discrimination at Primary 3. These findings offer novel insights into the utility of locally-developed NWR tasks with bilingual children, highlighting subscales that reliably index phonological processing differences, consistent with the results reported by Eikerling et al. (2022). The findings inform intervention practices in identifying children at risk for dyslexia and other language-related difficulties.

KEYWORDS: bilingual children, nonword repetition, ROC curve, dyslexia, language assessment

MALINI RAMU

Senior Counsellor - Intervention Services 

Elina Services, India, Chennai 

Malini Ramu, a Senior counsellor at ELiNA’s Intervention Services, is a special educator in Specific Learning Disabilities with more than 9 years of professional experience. The recipient of the Outstanding Woman Award for her contribution in the field of special education, she empowers parents through practical guidance and counselling. She has designed and implemented lesson plans and learning materials using cost-effective materials, customised to the needs of the children who learn in multiple ways. Malini has been conducting research along with her team at ELiNA, has participated in and won awards at paper and poster presentations in various conferences held on neurodivergence.

Supporting Without Labels: A Tech-Enabled Ecosystem for Empowering Those Who Learn Differently 

Children who learn differently - whether diagnosed or not- often remain underserved due to rigid systems, fragmented communication, and delayed support. At Elina Services, we have developed a three-layered, tech-enabled ecosystem that empowers parents, educators, and therapists to support learners with neurodivergent conditions through timely, personalised, and collaborative interventions. Our approach begins with SAIL (Setting up Access for Independence and Learning), a strengths-based assessment methodology that identifies 3–5 actionable entry points through real-world observations, developmental cues, and parent insights. SAIL complements standard diagnostic tools like the NIMHANS battery by foregrounding context and collaboration over classification. CoMPASS (Continuous Mapping of Progress, Abilities, Strengths, and Skills) extends the intervention through a six-month collaborative roadmap. CoMPASS tracks a child’s growth across environments - home, school, and therapy, while encouraging real-time course correction through continuous dialogue and reflection. These programs are powered by ISMS (Intervention Service Management System)- Elina’s AI-integrated digital platform that enables secure, role-based communication, milestone tracking, and personalised intervention dashboards. ISMS is not a replacement for people, but a tool that enhances communication, accountability, and action across stakeholders. Together, SAIL, CoMPASS, and ISMS form a scalable, replicable model for empowering those who learn differently, within and beyond traditional labels. This paper shares field insights, tools, and outcomes from ongoing implementations, inviting educators, specialists, and system leaders to adopt a design-for-difference approach, where every child’s pathway to learning is visible, supported, and celebrated.

Keywords: Empowerment, Elina, Identification, Intervention, AI, Technology, SAIL, CoMPASS

DR MARTIN BLOOMFIELD
Founder, Dyslexia Bytes - www.youtube.com/@DyslexiaBytes
Editor in Chief, NeuroConverse
Steering Committee Member, the Accessible Learning Foundation
Lecturer, the Berlin School of Business and Law

Dr Martin Bloomfield has worked in the field of neurodiversity for over twenty years, winning a Commendation for Equality, Diversity, and Inclusion from the British Council, instigating and presenting the National Dyslexia in Business Awards along with the National Federation of Enterprise Agencies, participating in a Centre for Social Justice roundtable on dyslexia, speaking at the UNESCO Headquarters in Paris on inclusivity and education, consulting on the UN’s Ocean Decades White Paper, and being one of the drivers of the UK’s Dyslexia Bill, which went through Britain’s Parliamentary process in 2022. He is a lecturer in applied ethics at the Berlin School of Economics and Law, a director of Beyond Inclusion Ltd, a Trustee of the Accessible Learning Foundation, and editor-in-chief of the academic journal NeuroConverse.

Do Androids Dream of Dyslexic Sheep?

In an increasingly AI-driven world, the promise of personalised learning and assistive technologies for individuals with dyslexia is immense. However, a critical challenge exists: the potential for algorithmic bias to perpetuate ethical injustices against neurodiverse populations. This keynote explores the complex interplay between artificial intelligence, social stigma, the cognitive profiles of dyslexic individuals, and the moral imperative for equitable access to knowledge.

Original research reveals that AI, in addition to exhibiting ethnic and gender bias, is saturated with neuronormative bias, measurably disadvantaging dyslexic children and adults. This bias leads AI to perceive dyslexic individuals as less competent and motivated, a crucial issue given AI's ubiquitous use in education, the economy, and social services. Such bias can demonstrably disadvantage dyslexic students, teachers, and professionals, creating a profound ethical injustice that reflects and amplifies social inequality.

This injustice comprises two aspects. One, where dyslexics' knowledge and competence are devalued; and the other, where the ability to address these issues is hampered by a lack of awareness and ethical vocabulary. These injustices contribute to diminished academic outcomes, poorer mental health, increased social stigma, and increased homelessness, substance abuse, and criminality within the dyslexic population.

This talk, grounded in original research and real-world examples, examines these biases and their consequences, offering alternatives and solutions. It challenges AI developers, policymakers, and users to critically examine their ethical responsibilities. Ultimately, it asks: how can we ensure that all children are catered for equally and ethically in a world rapidly adopting AI in education and beyond?

KEYWORDS:  AI, Artificial Intelligence, Epistemic Injustice, Dyslexia

DR MARTIN BLOOMFIELD
Founder, Dyslexia Bytes - www.youtube.com/@DyslexiaBytes
Editor in Chief, NeuroConverse
Steering Committee Member, the Accessible Learning Foundation
Lecturer, the Berlin School of Business and Law

Dr Martin Bloomfield has worked in the field of neurodiversity for over twenty years, winning a Commendation for Equality, Diversity, and Inclusion from the British Council, instigating and presenting the National Dyslexia in Business Awards along with the National Federation of Enterprise Agencies, participating in a Centre for Social Justice roundtable on dyslexia, speaking at the UNESCO Headquarters in Paris on inclusivity and education, consulting on the UN’s Ocean Decades White Paper, and being one of the drivers of the UK’s Dyslexia Bill, which went through Britain’s Parliamentary process in 2022. He is a lecturer in applied ethics at the Berlin School of Economics and Law, a director of Beyond Inclusion Ltd, a Trustee of the Accessible Learning Foundation, and editor-in-chief of the academic journal NeuroConverse.

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.

The message felt difficult to ignore: AI has the potential to unlock dyslexic talent at scale, but only if education systems and workplaces evolve quickly enough to recognise and support it.

KEYWORDS:  AI, Dyslexia, Neurodiversity, Dyslexic Strengths, Visual Thinking, Creativity, Inclusive Education, Future of Work

Dr Neil Alexander-Passe experiences dyslexia and ADHD himself and has, over the last 20 years, specialised in the emotional experience of having a learning difference, called ‘lived experience’. 

He has published 20 books (in English and Italian) and 15 peer-reviewed papers in the fields of dyslexia and neurodiversity (ADHD and autism), examining correlations with mental health, success, entrepreneurship, crime, creativity, parenting & marriage. 

He has just published his latest book, ‘The Mind and Motivation of Neurodivergent Entrepreneurs’, and ‘Dyslexia, Art, and School-based Trauma’ is about to be published. At present, he is researching and writing a new book entitled ‘Neurodiverse Minds in a Digital Battlefield: Cybersecurity, Cybercrime, and National Security’.

He gained his PhD in 2018 investigating ‘Dyslexia, Traumatic Schooling, and Post-School Success.’ He uses the ‘bi-ability’ theoretical model for dyslexia/invisible disabilities, and the use of a ‘post-traumatic growth (PTG)’ concept to understand how many individuals with dyslexia/invisible disabilities can be successful ‘despite or because’ they experienced traumatic schooling as children. 

Neil is an expert in dyslexia and mental health, looking at the ‘lived experience’ resulting in trauma, as well as what makes a successful dyslexic, having a dyslexic partner, and being a dyslexic parent.

Four books have been published on the school-to-prison pipeline:

• Dyslexia, Neurodiversity, and Crime: Investigating the school-to-prison pipeline (pub. 2023)

• ADHD and Crime: Investigating the school-to-prison pipeline (pub. 2024)

• ADHD: School, Addiction, and Possible Pathways to Crime (pub. 2025)

• Autism Awareness and Crime: investigating the school-to-prison pipeline (pub. 2025)

Neil is an Exam Access Assessor at Capital City College-Angel, and a former Special Educational Needs and Disabilities Coordinator (SENDCO) in primary/secondary schools in both the UK’s state and independent sectors. He is also a SEND expert consultant to the UK’s Department for Education.

Neil is a Scientific Board Member for the Asia Pacific Journal of Developmental Differences, Dyslexia Association of Singapore; an academic board member at ‘SPELT’, a dyslexia organisation in Tasmania, Australia; and a member of their newly formed ‘Dyslexia Research Centre of Excellence’. He is a full member of the British Psychological Society.

The Successful Dyslexic: How We Help Young People Achieve Success

Based on his book ‘The Successful Dyslexic: Identify the keys for success to achieve your potential’, this presentation looks at the origins of success in dyslexic adults, using both an online survey to locate successful and less successful dyslexic adults (N=101), and a sub-group of interview participants (N=20) to understand the nature and motivation of success in adults with dyslexia. 

School trauma was a focus of the study, using the theory of ‘Post-Traumatic Growth’ as a means to understand how individuals can have a traumatic and humiliating schooling, but still gain post-school success through positive use of trauma. 

The interview study also proposed that school trauma could become a positive force in creating successful and resilient dyslexics, with interesting responses as participants coped with the concept of ‘what doesn’t kill you makes you stronger’ by the German philosopher Friedrich Nietzsche (1888). 

The presentation concludes by offering the ‘keys for success’ as found by the study.

Keywords:  Dyslexia, success, school, post-traumatic stress disorder, PTSD, post-traumatic growth 

Noorsaidah Haja Mohideen
Senior Educational Therapist
Dyslexia Association of Singapore

Noorsaidah is a Senior Educational Therapist at the Dyslexia Association of Singapore (DAS), where she provides intervention for learners with dyslexia and other specific learning differences through both the Main Literacy Programme (MLP) and the Maths Programme.

With more than a decade of experience working with children and youths from diverse backgrounds, she has developed deep insights into the learning difficulties faced by students, particularly at-risk youth. Her passion for supporting these learners, together with her commitment to equipping them with the guidance needed to become more self-reliant, continues to drive her to provide sustained and targeted support in this specialised field.

In addition to her teaching role, she contributes to the development of the DAS Maths curriculum, ensuring that programmes remain responsive to the evolving needs of students with learning differences.

Examining the Effectiveness of Metacognitive Strategies on Problem-Solving and Math Learning in Students with Dyslexia

This study explores the metacognitive processes and emotional factors influencing the mathematical problem-solving experiences of secondary school students with dyslexia within the context of the Secondary 1 Normal Technical (Sec 1NT) Maths Curriculum. Utilising a purposive sampling method, two students who completed structured math intervention programs at the Dyslexia Association of Singapore (DAS) were selected. Through thematic analysis of their problem-solving approaches, guided by Schraw’s (2001) metacognitive model and Stanton’s (2012) framework for self-regulated learning, the study reveals critical insights into students' comprehension, strategy use and emotional regulation. Key findings include students' use of visual strategies, their familiarity with problem types and their difficulty adapting strategies in the face of challenges. Low self-confidence and limited emotional regulation were found to hinder their problem-solving effectiveness. The results underscore the need for targeted instructional practices that emphasise both metacognitive and emotional regulation strategies. Recommendations for integrating Polya's problem-solving framework and metacognitive assessments into existing curricula are proposed to improve students' mathematical outcomes. Limitations of the study and avenues for future research, including expanding sample sizes and exploring different mathematical contexts, are also discussed.

Keywords: Metacognition, mathematical problem-solving, dyslexia, POLYA framework, metacognitive strategies, secondary education, Dyslexia Association of Singapore, problem-solving skills

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

Nurshahidah Binte Yusri
Research Assistant
Centre for Research in Child Development, National Institute of Education - Office for Research

Nurshahidah is a Research Assistant on the Growth in Bilingual and Biliteracy Proficiency: Environmental, Individual, and Experiential Factors (GIBBER) project at the Centre for Research in Child Development (CRCD), National Institute of Education, Singapore (2023–present). With ten years of professional experience as an early childhood educator, she now draws on her classroom expertise to inform research.

To be language-specific, or not to be: An examination of the discriminative power of Nonword Repetition tasks for bilingual children at-risk for language difficulties 

Research has emphasised the importance of early detection of children at-risk for language difficulties (Chiat, 2015). While primarily validated with monolinguals, NWR tasks are increasingly applied to bilingual children (Artem-Lotem, 2012; Gibson et al., 2015). However, a critical concern is whether these tasks can differentiate developmental disorder from weakness in bilingual language proficiency (Eikerling et al., 2022). The current study investigates the discriminability utility of language-specific and non-specific NWR for bilingual children considered at risk for atypical development compared to age-matched, typically developing peers. Three NWR subscales - Cross-linguistic, English and Mother Tongue (MT) - were administered to three age groups: Kindergarten 1, Primary 1 and Primary 3 students (N = 430). Participants were matched on characteristics of age, gender, nonverbal intelligence, home literacy, and household income. Receiver Operating Characteristic (ROC) curve analyses presented the sensitivity and specificity of the different NWR subscales, with six models run across grade and MT groups. Area under the curve (AUC) values revealed that the reliability of NWR tasks in screening at-risk children varies according to age and language background. Task effectiveness was less effective in Kindergarten 1 due to underdeveloped phonological memory, improved in Primary 1 and showed moderate MT-dependent discrimination at Primary 3. These findings offer novel insights into the utility of locally-developed NWR tasks with bilingual children, highlighting subscales that reliably index phonological processing differences, consistent with the results reported by Eikerling et al. (2022). The findings inform intervention practices in identifying children at risk for dyslexia and other language-related difficulties.

KEYWORDS: bilingual children, nonword repetition, ROC curve, dyslexia, language assessment

Nur Ashabiena Mohd Ashraff
Lead Educational Therapist

Nur Ashabiena Mohd Ashraff has worked at the Dyslexia Association of Singapore as a Lead Educational Therapist since 2016. Nur Ashabiena graduated from the University of Wollongong (Australia) with a Bachelor of Science in Psychology. She volunteered as a Mind Stimulation Activity (MSA) facilitator with the National Kidney Foundation (NKF) upon graduation. Also, she worked as a temporary research assistant with the National Institute of Education (NIE), where she conducted 1-1 cognitive testing with students aged 5 to 6 years old. To ensure that she practices what she preaches, Nur Ashabiena has decided to volunteer as a stroke befriender with the Singapore National Stroke Association (SNSA), where she conducted counselling sessions for stroke patients at KTPH and TTSH. Her passion for making a difference in the lives of others has led her to join the DAS as an Educational Therapist, where she believes that she can make a difference in the lives of children. Nur Ashabiena graduated with a Specialist Diploma in Educational Therapy (DAS Academy) and Master of Arts in Special Educational Needs (University of South Wales/ DAS Academy) and served as an Educational Advisor (EA) from mid-2017 to the end of 2019.

An exploration of the perspectives of students with dyslexia regarding the factors that affect their learning 

The Main Literacy Programme (MLP) at the Dyslexia Association of Singapore (DAS) offers a comprehensive curriculum for dyslexic students (Dyslexia Association of Singapore, 2022). However, some students may show better progress in the DAS than in schools. The present study explored the different contributing factors that affect learning in dyslexic students and their perceptions of the impact that these factors have on their learning. Semi-structured interviews were conducted with 6 participants (aged 14 -15) who are currently receiving intervention from the DAS. Thematic analysis of the results generated three themes: factors that are helpful to learning, factors that are barriers to learning, and factors that do not affect learning. Recommendations are made to encourage service providers to review and improve their interventions, as well as encourage educators, parents and students to talk about these factors openly at the end of each term to help these students reach their truest potential. The findings have implications for dyslexia worldwide, to achieve more dialogue around effective outcomes for learning.

KEYWORDS: Dyslexia, Children's Perspectives, Challenges, Dyslexia and Learning, Dyslexic Students, Factors Influencing Learning

Ong Yun Mei
Senior Educational Therapist
Adjunct Lecturer, DAS Academy
RETA Associate Fellow

Yun Mei is a Senior Educational Therapist with the Dyslexia Association of Singapore’s Chinese Programme. Since joining in 2019, she has provided intervention for primary and secondary learners with dyslexia and other specific learning differences. She is also part of the programme’s core team, overseeing curriculum development, therapist training, and quality assurance.

She holds a Master's in Education (Chinese Language) from NIE. Passionate about language learning, Yun Mei is actively involved in research on student progress and programme effectiveness, and has presented at both local and international conferences.

Word reading and spelling error analysis in poor readers of Chinese: A comparison to typical developing readers

Poor readers of Chinese make more frequent and persistent errors in word recognition and spelling tasks. However, the specific patterns, the developmental progression of these errors, and the relationship between these errors and literacy outcome remain under-explored, particularly in bilingual contexts such as Singapore.

This study aimed to examine the developmental trajectory of word recognition and spelling errors in poor readers of Chinese, and to investigate how these errors relate to literacy proficiency. It also aims to compare the error patterns of poor readers with those of typically developing (TD) peers within the English-Chinese bilingual context of Singapore to better understand group differences and inform appropriate intervention.

Participants were 113 poor readers from Primary 1 to 5. Single-character reading and two-character spelling errors were coded using a revised taxonomy, categorizing errors as visual-orthographic-, phonological-, or semantic-based. Analyses included grade-level comparisons, cluster analysis, and correlation/regression analyses to explore developmental trends and associations with literacy outcomes. Results were compared with a previous dataset of 109 TD readers from Primary 3 to 5.

Poor readers’ reading errors were predominantly visual-orthographic-based, with elevated semantic-based errors; spelling errors were primarily phonological-based, followed by visual-orthographic-based errors. Error rate showed flat or irregular developmental patterns, with key error types persisting across grades. Notably, error rates were not significantly correlated with reading or spelling scores, and cluster analysis revealed four distinct error profiles with similar overall literacy levels. In contrast, TD readers showed a steady decline in error rates and stronger associations between error rate and literacy proficiency.

Findings underscore the heterogeneity of poor readers and their persistent reliance on incomplete or inefficient integration of orthographic, phonological, and semantic processing. Unlike TD peers who exhibit integrated literacy development, poor readers show limited progress, pointing to the deficits in visual-orthographic awareness. phonological radical knowledge, morphological awareness, and orthographic-semantic mapping. These insights highlight the need for a differentiated, profile-informed intervention targeting specific error patterns.

Keywords: poor readers of Chinese; error analysis; reading; spelling; triangle model of Chinese reading.

Educational Advocate & Mentor
Eliahu Cedars Foundation, Inc., Philippines

Paola Eunice V. Camacho is an Educational Advocate and Mentor with the Eliahu Cedars Foundation, Inc. in the Philippines. She is dedicated to supporting children and young people with reading difficulties, dyslexia-related concerns, autism, developmental delays, and other learning differences through educational intervention, advocacy, and community engagement.

Her work focuses on programme development, teacher training, and promoting inclusive educational practices that empower learners to reach their full potential. Through the Foundation's initiatives, Paola provides reading intervention support, parent and teacher education, community seminars, and scholarship opportunities for selected learners. She is passionate about building greater awareness and understanding of learning differences and helping create more inclusive environments where every child can thrive.

Through collaboration with families, educators, and communities, Paola continues to champion access, opportunity, and support for individuals who learn differently across the Philippines.

LinkedIn: http://linkedin.com/in/paola-eunice-camacho-38129165

Praba Siva

Senior Educational Therapist

Dyslexia Association of Singapore

Praba is a Senior Educational Therapist at the Dyslexia Association of Singapore (DAS), with extensive experience in supporting students with diverse learning needs. She currently teaches students with dyslexia through the Main Literacy Programme at DAS. In addition, she serves as a Specialist Teacher with DAS International, where she provides targeted support for learners with a range of learning differences. Praba is also an active member of the Edtech team, contributing to the design and development of technological tools to enhance literacy intervention.

Blended Synchronous Learning Environment: Perceptions and Experiences of Educational Therapists at Dyslexia Association of Singapore

The emergence of the Blended Synchronous Learning Environment (BSLE), also known as ‘dual-mode teaching’ in Singapore, as an innovative teaching method has gained traction during the COVID-19 pandemic. BSLE refers to a mode of instruction where teachers engage both in-person and remote learners simultaneously through technology. While it is mostly used in higher education, its potential to help students with dyslexia hasn't been explored much. This study delves into the views of educational therapists from the Dyslexia Association of Singapore (DAS) who integrated BSLE during the pandemic.

Using interviews and thematic analysis, the research uncovers key themes like BSLEs' benefits, challenges, and its impact on therapists. It sheds light on issues like effective teaching, student engagement, and inclusivity. Despite not being ideal for dyslexic students, BSLE offers advantages like ongoing support and flexibility. The study suggests strategies for improvement, such as tailored implementation for older students and better technology support. Future research could explore students' experiences, evaluate training programs, and assess the impact during BSLE for remote learners.

KEYWORDS: blended synchronous learning environment, dual mode teaching, COVID-19, dyslexia, remote learning, face-to-face students, hybrid, educational therapy

DR PRISCILLIA SHEN

Head of DAS International & Director of Community-Based Programmes

Dr Priscillia Shen began her special education journey as an Educational Therapist at the Dyslexia Association of Singapore (DAS) in 2005. Her previous experience working closely with struggling learners has allowed her to take on a constructive and practical pedagogical approach in her teaching practice. She is now the Head of DAS International and Director of Community-Based Programmes, where she continues to champion effective, research-informed, inclusive strategies in the classroom. She believes in keeping up with current research and developments in the field to continually refine teaching practices and maintain professional passion. Her research interests are in dyslexia, bilingualism, Chinese language, and Mathematics.

LinkedIn: linkedin.com/in/drshenp 

Exploring how Philosophy for Children (P4C) Shapes Thinking in Young Children

In an era where artificial intelligence (AI) increasingly generates answers, automates processes, and shapes decision-making, the need to intentionally cultivate independent thinking has never been more critical. In this information-saturated world, it is therefore essential to begin nurturing these skills from early childhood.

This presentation introduces an upcoming research study that explores how simple, familiar stimuli can be used to cultivate rich thinking in preschool classrooms through the Philosophy for Children (P4C) approach. Philosophy for Children (Lipman, 2003) is a pedagogical approach that encourages children (age 6 to 16 years) to engage in critical, creative, collaborative and caring thinking through open-ended and teacher-facilitated discussions using a shared stimulus (e.g. story, picture or object). The study explores the role of P4C in fostering early thinking skills and its potential benefits for preschool children, including those at risk of language learning challenges, such as dyslexia. Children who are at-risk of these challenges may not have the necessary verbal expressive abilities to sustain engagement in dialogues that are characteristic of P4C sessions. Eventually, this study seeks to contribute to early childhood pedagogy by examining if P4C is an inclusive and developmentally accessible approach to learning in the early years. 

The presentation also invites participants into the research itself, offering a first-hand experience of P4C as adult learners. Participants will engage in guided inquiry using everyday stimuli to deepen children’s thinking. The presentation aims to spark interest among preschools to partner in this research and consider how P4C sessions can be meaningfully integrated into existing curricula.  

Keywords: philosophy for children, inclusive practices, critical thinking, early childhood education

DR PRISCILLIA SHEN
Head of DAS International & Director of Community-Based Programmes

Dr Priscillia Shen began her special education journey as an Educational Therapist at the Dyslexia Association of Singapore (DAS) in 2005. Her previous experience working closely with struggling learners has allowed her to take on a constructive and practical pedagogical approach in her teaching practice. She is now the Head of DAS International and Director of Community-Based Programmes, where she continues to champion effective, research-informed, inclusive strategies in the classroom. She believes in keeping up with current research and developments in the field to continually refine teaching practices and maintain professional passion. Her research interests are in dyslexia, bilingualism, Chinese language, and Mathematics.

LinkedIn: linkedin.com/in/drshenp 

QUAH LI ZHEN 

I’m a primary school educator and instructional leader in educational technology, and my work is grounded very much in classroom practice. I work closely with both students and teachers to use technology in ways that support diverse learning needs, especially for learners who benefit from clearer structure, visualisation, and timely feedback.

In my school, I design and implement digital literacy and ICT programmes that help personalise learning, surface misconceptions, and build confidence, particularly in Mathematics. I also support teachers in integrating platforms like the Student Learning Space and AI-enabled tools in thoughtful, age-appropriate ways, so technology becomes a support rather than a shortcut.

What guides my work is a strong belief that in an AI-transformed world, teachers play an even more important role in helping students make sense of information, develop good judgement, and preserve the uniquely human aspects of learning, such as empathy, perseverance, and collaboration. My focus has always been on keeping technology human-centred, values-driven, and inclusive.

From Play to Problem-Solving: Integrating Educational Technology Across Preschool, Grade-Level Classrooms, and Mathematics

The use of Educational Technology (EdTech) is reshaping learning across diverse contexts. This paper compares how technology functions in preschool, grade-level classrooms, and mathematics instruction, with emphasis on practical applications for teachers and insights from recent research on AI in teacher training.

In preschool education, technology is most effective when it supports play-based exploration. Digital storybooks, touchscreen games, and creative apps help build literacy, numeracy, and social-emotional skills. The key challenge is ensuring technology enhances rather than replaces active play and peer interaction.

In elementary and secondary classrooms, EdTech broadens opportunities for differentiated instruction, collaboration, and accessibility. Platforms such as gamified systems, learning management tools, and AI-powered assistants support lesson planning, assessments, and student engagement. Yet meaningful integration depends heavily on teacher readiness. A German study on AI literacy revealed that structured training significantly increased teachers’ confidence, willingness, and preparedness to use AI tools, highlighting professional development as critical for successful adoption.

In mathematics instruction, digital technologies provide unique advantages by making abstract concepts tangible. Virtual manipulatives, dynamic geometry software, and AI-driven tutoring systems enable students to visualise, test, and refine problem-solving strategies. However, teachers must balance technology use with critical thinking and guided practice to avoid oversimplification.

This panel discussion will highlight how EdTech adoption varies across these learning contexts, comparing successes and challenges. Ultimately, the dialogue will emphasise that teacher preparation remains the cornerstone of meaningful technology integration for learners of all ages.

KEYWORDS:  Educational Technology, Preschool, Maths

Qiuying Wang is the Elizabeth Jacques Munroe endowed professor of Reading/Literacy in the School of Teaching, Learning, and Educational Sciences at Oklahoma State University. Her research centers on literacy education through cross-cultural and cross-linguistic lenses, with a strong emphasis on quantitative methods. She investigates the language and literacy development of diverse learner populations. Dr Wang’s work contributes to a deeper understanding of how language background and cultural context influence literacy outcomes, informing both policy and classroom practice in multilingual/cultural educational settings.

Predicting Chinese Children’s Reading Development and difficulties: A longitudinal Study

Predicting later reading achievement in Chinese has become an important area of inquiry, given the unique nature of the Chinese writing system. Unlike alphabetic scripts such as English, which rely heavily on phonemic awareness, Chinese employs a morphosyllabic script in which each character (汉字, hanzi) simultaneously represents a morpheme and a syllable. Consequently, Chinese literacy development depends less on phonemic skills and more on mapping oral syllables to their written forms. This study investigated which kindergarten-level constructs best predict later reading outcomes among Chinese-speaking children. A cohort of 87 children was assessed at age five on phonological processing, distinctness of phonological representations, morphological awareness, and related pre-literacy skills, and then reassessed two years later at the end of first grade. Findings indicate that second-grade literacy achievement can be reliably predicted from measures collected in kindergarten. Specifically, the ability to reverse syllables in two- to four-syllable words and the speed of picture naming emerged as the strongest predictors of subsequent literacy growth. Moreover, syllable reversal and distinctness of phonological representations were the best predictors of phonological processing skills. A significant outcome of this study is the identification of children at risk: those exhibiting poor-quality phonological representations in kindergarten—such as indistinct speech or distortions of inner syllables in compound words—were more likely to struggle in learning to read Chinese. These results underscore the importance of early assessment of phonological and morphological skills for identifying and supporting children vulnerable to reading difficulties in Chinese.

Keywords: at-risk children, Chinese reading, phonological processing, morphological awareness, phonological representation, early childhood assessment

Raihana Binte Mohamed Hashim
Senior Educational Therapist
RETA Member

Raihana is a Senior Educational Therapist with the Dyslexia Association of Singapore (DAS). She provides early literacy intervention for students in the DAS Preschool Programme since 2016. Additionally, as a preschool awareness speaker at DAS, Raihana is active in sharing the importance of Early Literacy Support for preschoolers who are potentially at risk of having Dyslexia or developmental delay in early literacy. Raihana is also a member of the Register of Educational Therapists Asia (RETA). 

Understanding Preschoolers at Risk of Literacy Difficulties 

Preschoolers with literacy challenges benefit significantly from early support, as early childhood is a critical period for developing foundational literacy skills. Addressing these difficulties promptly can prevent long-term academic struggles and lay the groundwork for a more confident start to learning. The SES Preschool Programme at the Dyslexia Association of Singapore (DAS) supports preschoolers who may be at risk of developmental delays in early literacy, helping them build essential skills and strategies to become confident learners. This presentation highlights the importance of early intervention, identifies signs of early literacy difficulties, explores diverse student profiles, and offers insights into communication with parents while understanding their perspectives.

KEYWORDS: bilingual children, nonword repetition, ROC curve, dyslexia, language assessment

RAMALAKSHMI KANNAN 

Founder and CEO

Elina Services, India, Chennai

Ramalakshmi Kannan, Founder and CEO of ELiNA, is a special education professional with 13+ years of experience in advancing inclusion for neurodiverse individuals. A WomenLift Health Global Leadership Fellow (2025), she has led teacher training, parent counselling, and school assessments internationally, including with Perkins International in Bhutan. Holding an advanced Education Certificate from Harvard and an M.Sc. in Counselling and Psychotherapy, Ramalakshmi bridges systems with compassion, creating lifelong learning opportunities across schools, homes, and communities.

Supporting Without Labels: A Tech-Enabled Ecosystem for Empowering Those Who Learn Differently 

Children who learn differently - whether diagnosed or not- often remain underserved due to rigid systems, fragmented communication, and delayed support. At Elina Services, we have developed a three-layered, tech-enabled ecosystem that empowers parents, educators, and therapists to support learners with neurodivergent conditions through timely, personalised, and collaborative interventions. Our approach begins with SAIL (Setting up Access for Independence and Learning), a strengths-based assessment methodology that identifies 3–5 actionable entry points through real-world observations, developmental cues, and parent insights. SAIL complements standard diagnostic tools like the NIMHANS battery by foregrounding context and collaboration over classification. CoMPASS (Continuous Mapping of Progress, Abilities, Strengths, and Skills) extends the intervention through a six-month collaborative roadmap. CoMPASS tracks a child’s growth across environments - home, school, and therapy, while encouraging real-time course correction through continuous dialogue and reflection. These programs are powered by ISMS (Intervention Service Management System)- Elina’s AI-integrated digital platform that enables secure, role-based communication, milestone tracking, and personalised intervention dashboards. ISMS is not a replacement for people, but a tool that enhances communication, accountability, and action across stakeholders. Together, SAIL, CoMPASS, and ISMS form a scalable, replicable model for empowering those who learn differently, within and beyond traditional labels. This paper shares field insights, tools, and outcomes from ongoing implementations, inviting educators, specialists, and system leaders to adopt a design-for-difference approach, where every child’s pathway to learning is visible, supported, and celebrated.

Keywords: Empowerment, Elina, Identification, Intervention, AI, Technology, SAIL, CoMPASS

Rickard Erwinson, PhD

Founder, Consultant and Project Manager,
Waibloz Learning

Innovative researcher with a robust background in evaluating, researching and providing neuroinclusive solutions. Rickard has +7 years of proven success in research and project management across various industries, including digital health, AI, neurobiology and clinical trials.

Through this academic research from Karolinska Institute and The University of Auckland, and later through his innovation experience with Eli Lily, Rickard founded Waibloz: a place dedicated to developing neuroinclusive and patient-centred solutions.

Online interventions in reading for dyslexia: opportunities and challenges in digital learning

Online reading interventions are becoming an important part of support for learners with dyslexia. Digital platforms can strengthen decoding, fluency and comprehension by combining structured activities with interactive features. At Waibloz, we observe that key elements such as graded text levels, multisensory presentation and immediate feedback help to tackle difficulties commonly linked to dyslexia while also encouraging continued practice. The flexibility of online delivery allows learners to progress at their own pace and extends access to support across different settings, which reduces barriers related to time and place in reading.

Design considerations remain critical to effectiveness. Tools must prioritise accessibility, clear interfaces and responsiveness to the varied needs of learners to identify fair use. Attention is also needed to the balance between independent engagement and guided instruction, as well as the integration of online tools within established teaching approaches.

Our findings indicate that digital interventions can contribute positively to literacy outcomes, but questions remain regarding their long-term impact, sustainability and cultural applicability. Further study is required to understand how these resources can best complement traditional methods and how they may be adapted for diverse populations.

By drawing on principles of reading research and educational practice, online reading interventions hold potential to expand the range of effective strategies available for individuals with dyslexia and to support more inclusive approaches to literacy instruction.

Keywords: dyslexia, online intervention, reading tools, digital learning, adaptive support, literacy development

Sarah Aurelia Saragih, M.Psi., Psych., is a clinical child and adolescent psychologist based in Riau, Indonesia. She focuses on psychological assessment and intervention for children with developmental, behavioural, and emotional difficulties, while also advocating for accessible mental health services for children with special needs. Through her initiative #BerdayaSeARAH, she promotes empowerment and collaboration to reduce stigma and strengthen community-based support systems. Sarah is also actively engaged in research, capacity building, and public education to advance child and adolescent mental health in Indonesia.

A Comparative Study on The Academic Achievement of Students Without Special Education Needs (SEN) In Inclusive Classrooms Regarding the Type of Inclusion in Pekanbaru, Indonesia.

Inclusive education has been a major priority for Indonesian education policy since 2003. Although often criticised for its potential negative impact on students without education needs (SEN), recent developments have shown various possible models of inclusivity implementation, one of which is co-teaching, where special education teachers or paraprofessionals provide additional support. This study, conducted in Pekanbaru, Indonesia, aimed to compare the academic achievement of 33 first-grade students without SEN in two inclusive educational settings: with and without co-teaching. Students were tested one month after the beginning of the second semester using the Raven’s Coloured Progressive Matrices (CPM) to assess intellectual capacities, a phonological awareness test, and the Rapid Automatized Naming (RAN) test to measure reading skills, and simple counting questions to evaluate math skills. Results showed a significant difference in academic achievement, with inclusive classes that had co-teachers producing better reading skills compared to those without co-teachers, though the number of students with disabilities in each class also influenced outcomes, as fewer were recorded in co-teaching classrooms. Ideally, each class in a co-teaching setting should only include six students with disabilities or a maximum of 25–30% of the total class size. Overall, co-teaching can be considered a promising method to implement inclusivity in education, offering the potential for improved learning experiences in a more naturalistic environment. Keywords: co-teaching, inclusive classroom, academic achievement, special education needs (SEN).

KEYWORDS: co-teaching, inclusive classroom, academic achievement, special education needs (SEN). 

SCARLET LEONG

SpLD Assessment Services & Registered Psychologist
Senior Specialist Psychologist

Scarlet is a Senior Psychologist at the Dyslexia Association of Singapore (DAS). She joined DAS in 2017 and is part of the SpLD Assessment Services team, where she conducts psychoeducational assessments for children, youths, and adults, supervises junior psychologists, and leads training workshops as well as outreach initiatives. She has extensive experience supporting individuals with diverse learning, behavioural, and socio-emotional needs, and has contributed to developing DAS’s pilot social skills program, as well as delivering individualised literacy interventions for high-needs learners.

Scarlet holds a Bachelor of Arts (Hons) in Psychology from Nanyang Technological University (NTU) and a Master of Arts (Applied Psychology) from the National Institute of Education (NIE). She received the Applied Psychology Award in 2023 in recognition of her outstanding academic performance as the top graduate of her cohort. She is a full member of the Singapore Psychological Society (SPS) and a registered psychologist with the Singapore Register of Psychologists (SRP).

Growing Up with Dyslexia - Navigating Social-Emotional Challenges 

This forum explores the socio-emotional experiences of individuals with dyslexia across different life stages, highlighting the challenges they face at school, at work, and in everyday life. Hear directly from our panel, comprising individuals with lived experience and experts in the field, gaining first-hand insights into challenges beyond learning difficulties. The panel will discuss the impact of unaddressed social-emotional concerns, gaps in support systems, and current approaches to better meet the holistic needs of individuals growing up with dyslexia. 

SERENA TAN ABDULLAH
DIRECTOR OF ENGLISH LANGUAGE AND LITERACY DIVISION
LEAD EDUCATIONAL THERAPIST
DYSLEXIA ASSOCIATION OF SINGAPORE

Serena Tan Abdullah is the Director of the English Language and Literacy (ELL) Division at the Dyslexia Association of Singapore (DAS). She is also a Lead Educational Therapist who supports learners with dyslexia and learning differences, including tertiary learners in Institutes of Higher Learning. Her love and passion for teaching have led her to continuously seek new and innovative teaching methods to bring out her learners’ potential and self-confidence, including developing their self-independence and resilience to overcome challenges and navigate life beyond their academic pursuits. Serena believes that every child progresses at their own pace, but the journey they take to reach the finish line matters most!

Executive Functioning, Study Skills, Dyslexia, Teens - Examining an Online Programme's Effectiveness

Students with dyslexia and other learning differences often experience challenges with executive functioning, study skills, organisation, and independent learning, particularly as they transition into post-secondary and tertiary education. To address this need, the Dyslexia Association of Singapore developed iStudySmart™, a two-term online intervention programme designed to strengthen executive functioning, study skills, tertiary writing, presentation skills, and learner independence through explicit, systematic, and multisensory instruction.

This study evaluated the effectiveness of the programme in improving executive functioning, tertiary learning skills, motivation, self-confidence, and independence among learners with learning differences. A mixed-methods approach was adopted, incorporating pre- and post-intervention surveys and qualitative parent feedback. Survey measures examined areas including time management, planning and organisation, presentation skills, learning difficulties, and self-efficacy.

Findings indicated positive outcomes across several domains. Participants reported improvements in time management, planning and organisation, tertiary writing, presentation skills, confidence, and independent learning behaviours. Parent feedback further supported these findings, highlighting increased confidence, improved organisation, and greater engagement in learning tasks. The results suggest that an online, structured, and differentiated intervention can effectively support the development of executive functioning and study skills among adolescents and young adults with learning differences.

The study contributes to the growing evidence supporting online interventions for learners with dyslexia and highlights the importance of providing targeted support beyond compulsory education to facilitate successful transitions into higher education and lifelong learning.

Keywords: Dyslexia, Executive Functioning, Study Skills, Online Learning, Tertiary Education, Learning Differences, Self-Efficacy, Time Management, Planning and Organisation, Educational Technology, Transition to Higher Education, Intervention Programme

SHARYFAH NUR FITRIYA
EDUCATIONAL ADVISOR, LEAD EDUCATIONAL THERAPIST
DAS ACADEMY ADJUNCT LECTURER
DYSLEXIA ASSOCIATION OF SINGAPORE

Sharyfah Nur Fitriya joined the Dyslexia Association of Singapore (DAS) in 2012 and currently serves as an Educational Advisor (EA) in the English Language and Literacy (ELL) Division, as well as Vice-Chair of the DAS Research Committee (DRC). In her role, she supports curriculum implementation, mentors Educational Therapists, conducts lesson observations, and contributes to programme quality assurance, professional development, and organisation-wide research initiatives.

She holds a Master’s degree in Special Educational Needs from the University of South Wales, United Kingdom, and is currently pursuing a Doctor of Philosophy (PhD) at the Singapore University of Social Sciences (SUSS). Her doctoral research is grounded in Bandura’s Self-Efficacy Theory and Social Cognitive Theory, with a focus on motivation, self-efficacy, and literacy outcomes among secondary-level students with dyslexia.

A key focus of Sharyfah’s professional work is research dissemination through conference presentations. She has presented at multiple local and international conferences, including the British Dyslexia Association (2018), the Association for Reading and Writing in Asia (2019), the Singapore Rising Scholars Conference at Singapore Management University (2024), and The 20th Pacific Rim Objective Measurement Symposium (PROMS2025). Through these platforms, she contributes to professional dialogue on dyslexia intervention, educational therapist efficacy, motivation, and evidence-based literacy practice.

Enhancing Engagement and Literacy Skills in Dyslexic Learners

Dyslexia is characterised by difficulties in accurate and fluent word recognition, spelling, reading comprehension, and written expression, often accompanied by challenges in phonological awareness, verbal memory, processing speed, attention, and organisation. This study examined the effectiveness of the Dyslexia Association of Singapore's (DAS) Main Literacy Programme (MLP) and explored the use of a preference-based teaching approach to enhance engagement among learners with dyslexia.

A total of 1,280 students aged 7–17 years who had been formally diagnosed with dyslexia participated in the study. Students attended the DAS MLP over two academic terms, receiving two hours of instruction per week in small-group settings. Curriculum-Based Assessment (CBA) data were analysed using the Central Limit Theorem and hypothesis testing to determine whether statistically significant improvements in literacy outcomes occurred over time. In addition, a smaller intervention involving preference-based teaching strategies was implemented with learners who demonstrated low motivation, disengagement, and off-task behaviours.

Results demonstrated significant improvements in reading and spelling performance across the student cohort, supporting the effectiveness of the DAS MLP and its evidence-based literacy curriculum. These gains were observed despite the educational disruptions associated with the COVID-19 period and the transition to online learning. Findings from the preference-based teaching intervention further indicated improvements in student engagement, on-task behaviour, participation, and progress-monitoring outcomes.

The findings support the effectiveness of structured, multisensory literacy intervention for learners with dyslexia and suggest that combining Orton-Gillingham-based instruction with preference-based teaching strategies may further enhance engagement and learning outcomes. The study highlights the importance of individualised and responsive teaching approaches in supporting both literacy development and learner participation.

Keywords: Dyslexia, Literacy Intervention, Main Literacy Programme (MLP), Reading Development, Spelling, Curriculum-Based Assessment, Orton-Gillingham, Student Engagement, Preference-Based Teaching, Evidence-Based Practice, Learning Differences, Special Educational Needs, Educational Intervention, Progress Monitoring

Hayati is a Senior Educational Therapist at the Dyslexia Association of Singapore (DAS). Since 2021, she has supported students with specific learning differences through the Main Literacy Programme and the DAS Maths Programme. She holds a Bachelor’s degree in History and Civilisation with a minor in English Linguistics. Hayati also holds specialist diplomas in Educational Therapy and Learning Support for Specific Learning Differences.

The Role of Morphological Instruction in Improving Reading Comprehension among Secondary Students with Dyslexia

Students with dyslexia may face difficulties with reading comprehension besides having phonological deficits (Lyon et al., 2003; Wagner et al., 2022). These difficulties are further compounded as texts get more challenging as they progress in their education. Morphological instruction has thus been identified as an intervention strategy to support students’ reading comprehension. Morphology, a subskill within the Simple View of Reading and the Reading Systems Framework provides an important bridge between word recognition and language comprehension as it not only facilitates word decoding, but also allows access to meaning of vocabulary words, which in turn could lead to improved text comprehension (Gough & Tunmer, 1986; Hoover & Gough, 1990; Perfetti & Stafura, 2014). Therefore, this study seeks to investigate the role of morphological instruction in improving reading comprehension among secondary students with dyslexia, through a case study of 4 Secondary 1 G1 students. The findings from this study reveal mixed performance for the different question types through the pre- and post-reading comprehension scores. Following the intervention, literal questions recorded the highest overall score, followed by inferential questions and then vocabulary questions. Also, three themes have been identified through qualitative analysis of the classroom observations, researcher’s reflective journal and student questionnaire, and they are applying morphological decoding, vocabulary building and improved comprehension. These findings have implications for practitioners’ implementation of evidence-based instructional approaches to teaching morphology to support students’ reading comprehension.

Keywords: dyslexia, morphological instruction, morphological decoding, vocabulary, reading comprehension 

SOOFRINA BINTE MUBARAK
ASSISTANT DIRECTOR, EDUCATIONAL TECHNOLOGY
LEAD EDUCATIONAL THERAPIST
RETA FELLOW

Soofrina joined the Dyslexia Association of Singapore (DAS) in 2012 and currently serves as Assistant Director overseeing Educational Technologies integration in the English Language & Literacy Division. Also a Lead Educational Therapist with the Main Literacy Programme (MLP), she combines her classroom expertise with a passion for technology to enhance teaching and learning for students with dyslexia.

She has spearheaded the development of innovative AI-powered tools such as the MLP Curriculum Crafter (MCC) and the ELL Student Report Writer, which reduce teacher workload while supporting individualised learning. Soofrina is also leading the DAS journey into AI-driven learning platforms as well as automation and augmentation using robotic processes.

Her commitment to professional growth is well supported by DAS, which sponsored her postgraduate studies in Instructional Design and Technology at NIE (completed in 2021) and her ongoing Diploma in Software Engineering. She is also a Google Certified Educator (Level 2) and a frequent conference presenter, sharing insights on inclusive education and educational technologies locally and internationally.

Guided by her belief that technology, when thoughtfully applied, can make learning more inclusive and empowering, Soofrina continues to inspire her colleagues and students by bridging education and innovation.

From Play to Problem-Solving: Integrating Educational Technology Across Preschool, Grade-Level Classrooms, and Mathematics

The use of Educational Technology (EdTech) is reshaping learning across diverse contexts. This paper compares how technology functions in preschool, grade-level classrooms, and mathematics instruction, with emphasis on practical applications for teachers and insights from recent research on AI in teacher training.

In preschool education, technology is most effective when it supports play-based exploration. Digital storybooks, touchscreen games, and creative apps help build literacy, numeracy, and social-emotional skills. The key challenge is ensuring technology enhances rather than replaces active play and peer interaction.

In elementary and secondary classrooms, EdTech broadens opportunities for differentiated instruction, collaboration, and accessibility. Platforms such as gamified systems, learning management tools, and AI-powered assistants support lesson planning, assessments, and student engagement. Yet meaningful integration depends heavily on teacher readiness. A German study on AI literacy revealed that structured training significantly increased teachers’ confidence, willingness, and preparedness to use AI tools, highlighting professional development as critical for successful adoption.

In mathematics instruction, digital technologies provide unique advantages by making abstract concepts tangible. Virtual manipulatives, dynamic geometry software, and AI-driven tutoring systems enable students to visualise, test, and refine problem-solving strategies. However, teachers must balance technology use with critical thinking and guided practice to avoid oversimplification.

This panel discussion will highlight how EdTech adoption varies across these learning contexts, comparing successes and challenges. Ultimately, the dialogue will emphasise that teacher preparation remains the cornerstone of meaningful technology integration for learners of all ages.

KEYWORDS:  Educational Technology, Preschool, Maths

SOOFRINA BINTE MUBARAK
ASSISTANT DIRECTOR, EDUCATIONAL TECHNOLOGY
LEAD EDUCATIONAL THERAPIST
RETA FELLOW

Soofrina joined the Dyslexia Association of Singapore (DAS) in 2012 and currently serves as Assistant Director overseeing Educational Technologies integration in the English Language & Literacy Division. Also a Lead Educational Therapist with the Main Literacy Programme (MLP), she combines her classroom expertise with a passion for technology to enhance teaching and learning for students with dyslexia.

She has spearheaded the development of innovative AI-powered tools such as the MLP Curriculum Crafter (MCC) and the ELL Student Report Writer, which reduce teacher workload while supporting individualised learning. Soofrina is also leading the DAS journey into AI-driven learning platforms as well as automation and augmentation using robotic processes.

Her commitment to professional growth is well supported by DAS, which sponsored her postgraduate studies in Instructional Design and Technology at NIE (completed in 2021) and her ongoing Diploma in Software Engineering. She is also a Google Certified Educator (Level 2) and a frequent conference presenter, sharing insights on inclusive education and educational technologies locally and internationally.

Guided by her belief that technology, when thoughtfully applied, can make learning more inclusive and empowering, Soofrina continues to inspire her colleagues and students by bridging education and innovation.

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

Sophie Evans is a Teacher and Assistant Principal, Curriculum and Instruction (APC&I) based in Sydney, Australia. She was awarded the 2025 NSW Premier’s Inclusive Education Scholarship for her proposal to investigate effective ways to support students with dyslexia and other complex reading challenges in mainstream classrooms. As part of her study tour, she travelled to Belgium, the UK, Singapore, and Melbourne to explore innovative, evidence-based practices in inclusive education. Sophie has worked extensively with students with a wide range of disabilities and additional needs, and is deeply committed to creating accessible learning environments where every student can thrive. She is passionate about sharing practical, innovative strategies that advocate for stronger support for diverse learners in inclusive settings.

Empowering Students with Dyslexia: Global Practices to Champion Student Voice and Self-Advocacy

Inclusive educational practices for students with dyslexia in mainstream settings involve more than just explicit, teacher-led instruction. While high-quality, structured teaching remains critical, it must be complemented by approaches that actively involve students in understanding and communicating their own learning needs. Given the heterogeneous nature of dyslexia, it is imperative that students are supported to articulate and advocate for adjustments tailored to their individual needs, rather than relying solely on supports predetermined by educators. Equipping neurodivergent learners to clearly express their educational requirements and request reasonable adjustments is essential in promoting academic success, self-confidence, and independence. There is also a broader cultural impact that extends beyond the individual student. When students are empowered to communicate their needs, stigma is reduced and a more inclusive, accepting school environment is cultivated. Such empowerment promotes a shift from passive support to active engagement, positioning students as key stakeholders in their own education.

Drawing on qualitative data and observational insights collected during a five-week international study tour across Belgium, the UK, Singapore, and Australia, this research highlights a range of evidence-informed practices that place student agency at the forefront. These include pedagogical strategies, frameworks, and classroom tools such as assistive technology and self-advocacy instruction that enable students to access curriculum content and demonstrate their understanding through accessible assessment.

Embedding these approaches into everyday classroom practice ensures that student voice becomes a consistent and integral component of inclusive education. The findings have direct implications for the development of teaching strategies and school-wide systems designed to support students with dyslexia effectively and sustainably.

KEYWORDS: Dyslexia, inclusive education, self-advocacy, student voice, empowerment, global perspectives, assistive technology

DR SUDHA MARY GEORGE
SINGAPORE UNIVERSITY OF SOCIAL SCIENCES

Dr Sudha Mary George is a child development specialist and psychotherapist who has worked primarily in the social service sector and academia.  She conducted assessments and therapy for individuals with disabilities in the 1980s.  Mary then taught young children while pursuing a doctorate in Family and Child Development. Over the next decade, Dr George was involved in planning and developing programmes for children and their families, first as a faculty member of Virginia Tech (USA) and later as head of the Planning Division of the National Council of Social Services (Singapore).

Her experiences as a teacher educator include lecturing at NTU’s National Institute of Education as well as Virginia Tech, James Madison University and the University of Missouri in the United States. At MU, she also served as the director of its Child Development Laboratory. Upon returning to this region, she set up and ran a hub for the allied health professionals of the Movement for the Intellectually Disabled of Singapore (MINDS).

Dr George’s publications include three books —Teaching large classes: Usable practices from around the world (2003), Many dawns: A brief history of services for individuals with intellectual disability in Singapore (2002) and Resilient periwinkles: Working with young children at risk (1999). Since 2003, Mary has been serving as the editor of What’s Up, a values-driven monthly newspaper for emerging teens. 

I still learn differently: Aging with dyslexia

Life-long learning is upheld as a necessity for adapting and thriving in an ever-changing world. For teens and adults who learn differently from the majority, this can be challenging. Formal adult education, be it full-fledged programmes or ad hoc courses, still relies primarily on participants all learning in somewhat the same way. Adult educators and their pedagogies are seldom tuned in to those who learn differently. This is a stark contrast to the increasing involvement of skilled professionals working with children with developmental differences.  

This presentation will examine what it means to be an adult who learns differently in a world of lifelong learning. The focus will be on those with dyslexia (or experiencing its signs) from a quasi-insider standpoint of a dyslexic older adult.         

While recent research tells us about age-induced dyslexia, less attention has focused on those who grew up with it. There are also adults who had dyslexia all along, but unbeknownst to themselves. This third group is not surprising, given that current older adults were post-war children at a time when screening for learning differences was rare. For that matter, even many millennials may not have had adequate childhood access to assessments.       

Hence, we will explore ways of planning with and supporting adults with dyslexia and other learning differences.  What we now know about the human brain may enable us to perceive some of these differences as developmental delays even in adulthood. This lifespan perspective enables us to exercise creativity and make more informed programming decisions when working with dyslexic teens and adults.  

Keywords: dyslexia, learning differently, adults, aging. 

Susanna Cederquist

Lecturer, author and teacher

Susanna Cederquist is a lecturer, speaker and educator, using the concept En Bild av Dyslexi (A picture of dyslexia). She lectures in schools about how teachers can approach dyslexia and create a sustainable and equivalent education for students with dyslexia, as well as in authorities, companies and workplaces to better understand the whole picture of dyslexia, including the dyslexic strengths. She is involved in international collaborations, including a European network focused on adults with dyslexia. Susanna is the founder of WHOLE - International Dyslexia Strengths Network, which brings together professors, dyslexia researchers and dyslexia experts worldwide who share a similar holistic perspective on dyslexia. She has been an dyslexia - expert adviser for the Foundation of Prince Carl Philip and Princess Sofia of Sweden and leads since 15 years courses/programs for adults with dyslexia to help them better understand their competencies and find their ways of success. She is the author of the books “Dyslexia + Strengths = True” and “Dyslexia at school – see the whole picture”. Also, chapters in the international books: The Routledge International Handbook of Dyslexia in Education and Dyslexia in many languages. Susanna has got the Swedish dyslexia prize and Dr Per Uddéns prize for her dyslexia work. She has also written on the subject of dyslexia and music. Susanna is also a teacher with a supplementary special education certificate. 

More information: www.susannacederquist.com and on social media: @enbildavdyslexi. 

The Value of Understanding Dyslexia:  Dyslexic Strengths, the Text Norm, and Reading Today

I will be giving a lecture on the full picture of dyslexia and the importance of understanding that we all process information in different ways. The talk explores how dyslexia can affect individuals in both education and working life, highlighting the diverse ways people approach tasks, as well as the challenges and strengths associated with dyslexia. Also, considering how our society and the prevailing norms today affect people with dyslexia. 

I will also introduce what I call the “text norm” — our assumptions about what reading is and what it means to be a reader today. A key focus will be on everyone’s right to become an efficient reader, and how we can adapt text so that more people can access it effectively. This includes practical examples and tips, such as using audio support (“ear-reading”) and other strategies that make reading more inclusive.

Keywords: Dyslexia, dyslexic strengths, the whole picture of dyslexia, understanding dyslexia, dyslexia in school, dyslexia and adults, reading today, text norm, ear read, accessible text, a picture of dyslexia

Susanna Cederquist

Lecturer, author and teacher

Susanna Cederquist is a lecturer, speaker and educator, using the concept En Bild av Dyslexi (A picture of dyslexia). She lectures in schools about how teachers can approach dyslexia and create a sustainable and equivalent education for students with dyslexia, as well as in authorities, companies and workplaces to better understand the whole picture of dyslexia, including the dyslexic strengths. She is involved in international collaborations, including a European network focused on adults with dyslexia. Susanna is the founder of WHOLE - International Dyslexia Strengths Network, which brings together professors, dyslexia researchers and dyslexia experts worldwide who share a similar holistic perspective on dyslexia. She has been an dyslexia - expert adviser for the Foundation of Prince Carl Philip and Princess Sofia of Sweden and leads since 15 years courses/programs for adults with dyslexia to help them better understand their competencies and find their ways of success. She is the author of the books “Dyslexia + Strengths = True” and “Dyslexia at school – see the whole picture”. Also, chapters in the international books: The Routledge International Handbook of Dyslexia in Education and Dyslexia in many languages. Susanna has got the Swedish dyslexia prize and Dr Per Uddéns prize for her dyslexia work. She has also written on the subject of dyslexia and music. Susanna is also a teacher with a supplementary special education certificate. 

More information: www.susannacederquist.com and on social media: @enbildavdyslexi. 

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.

The message felt difficult to ignore: AI has the potential to unlock dyslexic talent at scale, but only if education systems and workplaces evolve quickly enough to recognise and support it.

KEYWORDS:  AI, Dyslexia, Neurodiversity, Dyslexic Strengths, Visual Thinking, Creativity, Inclusive Education, Future of Work

Teo Heng Soon is a Human Resource consultant, certified coach, and speaker with a passion for unlocking potential in people and organisations.

A proud alumnus of the Dyslexia Association of Singapore and former DAS Alumni Committee member, he helped set a clear outreach “north star” and grew community engagement.

His journey has been featured on CNA and The Straits Times. Today, he designs practical workshops that equip young adults to communicate with confidence, build meaningful networks, and channel lived experience into purpose and impact.

What’s Possible: A Playbook for Dyslexic Strengths

Parents often see their child’s spark but may not be able to picture the path. As a DAS alumnus turned HR consultant and coach, I’ll share how dyslexia can be a life and career advantage when we pair self-knowledge with smart design. Framed by wēijī 危机, seeing challenge as either risk or opportunity, the speech gives a simple playbook for students, parents, and educators:

1. Know Your Edge: identify strengths (visual thinking, pattern spotting, empathy)

2. Manage the Friction: use mind-maps, learning styles, and collaboration with other people who have different strengths, 

3. Design the Runway: build your own portfolios, target internships, find mentors, and research on different pathways beyond the traditional ladder using technology

Keywords: self-advocacy, confidence, resilience, growth mindset, future of work

Mrs Tina Tan
Adjunct Lecturer, DAS Academy and
Master's Scholar DAS-DAS Academy Singapore

Tina Tan is the Director of Shed Training and Consultancy Pte. Ltd, a social enterprise promoting ADHD and Mental Health Inclusion. Her background is in Social Work and Psychology, and she has been active as a volunteer and freelance trainer in the area of special educational needs and caregiver support. She has three sons, aged 23, 22 and 17, the second of whom has ADHD, Dyslexia and ASD. She is also an active volunteer with SPARK (Society for the Promotion of ADHD Research and Knowledge), running their monthly support group meetings, as well as being their training provider. She is an accredited Triple P Practitioner and does parent coaching too.     

Support Needs of Adolescents with ADHD - Perspectives from Adolescents and Parents and Implications for Practitioners

Most research and discussion on ADHD support has centred on children in elementary years. Support during the teenage years is less researched and discussed, such that parents often find themselves with less direction and continuing to use approaches that may no longer apply to their children in their teenage years. This dissertation seeks to explore the differences between how parents and teens perceive the support needs of the teenager. Key interviews were conducted with parents of teenagers with ADHD and their teenagers to capture their perspectives on the support needs of the teenagers. The differences and overlaps in the perceptions of parents and teenagers would be analysed and discussed to provide parents and practitioners with insight into this topic. This dissertation hopes to improve the understanding of practitioners and parents of teenagers with ADHD with the goal of positively impacting parent and teenager relationships and guiding the allocation of resources within families during the teenage phase.

KEYWORDS:   ADHD, Teenagers, Parents of ADHD Teenagers, Support Needs

Thomas G. West

USA

West is the author of three books: In the Mind’s Eye, Thinking Like Einstein and Seeing What Others Cannot See. He has given presentations in the U.S. and 14 countries in Europe, the Middle East and the Asia/Pacific Region. In the Mind’s Eye has been translated into Japanese, Chinese and Korean.

Early on, West found that he was invited to provide presentations for a variety of high-level institutions as part of a fundamental change in ways of thinking about the distinctive talents and capabilities of dyslexics and other different thinkers -- “in the real world” of scientific discovery, medical innovation and entrepreneurial business. 

Often, conventional academics seemed to find it difficult to understand and appreciate these changes in perspective. They have been trained to rely on traditional tests and a conceptual framework that favours conventional academic capabilities along with extensive memorisation -- instead of close original observation and “thinking in pictures” -- especially in science, engineering and mathematics. As a dyslexic visual thinker himself, West became familiar with these patterns.

Remarkably, West noted that the higher up he would go -- among Nobel Prize-winning scientists, for example -- the more likely he would find those who readily understood these patterns of unexpected weaknesses along with very high-level strengths. West gradually realised that a lot of low-level scientists and practitioners mainly know what they have been taught and memorised, while for very high-level scientists, it is a great advantage to think differently and to see patterns that others do not see.

When Machines Read and Humans Imagine: Dyslexia as a Strategic Advantage in the AI Era

AI is rapidly reshaping education and work, and this panel explored what that means for people with dyslexia.

One of the biggest themes throughout the discussion was that traditional systems still heavily favour reading, writing, memorisation, and speed. But AI is beginning to shift that balance. Skills often linked to dyslexia, such as visual thinking, creativity, pattern recognition, big-picture thinking, and problem-solving, could become major advantages in an AI-driven world.

At the same time, barriers remain. Schools, hiring practices, and many digital systems are adapting far more slowly than the technology itself. Without intentional change, AI could just as easily reinforce existing biases, from neuronormative recruitment tools to growing pressure around productivity and standardised ways of thinking.