Customised Training for Schools and Educators

The training has deepened our educators' understanding of the importance of Executive Function (EF) skills in supporting children's learning and behaviour. The training motivated our preschool educators to go beneath the behaviour iceberg, to understand children's unmet needs and undeveloped EF skills, and manage behaviour with greater awareness. Our educators find the strategies practical and applicable; they are excited to bring these insights back to their centres to support the children and share with fellow educators!

The teachers appreciated the clear and structured explanation of executive functioning and how it presents in students across different age groups. The session helped normalise common classroom challenges and provided a shared language for discussing student behaviours beyond “motivation” or “effort”. Teachers also found it helpful to reframe certain student behaviours as skill-based difficulties rather than intentional non-compliance. This has supported more empathetic responses and more targeted scaffolding in lessons and assessments.

My perspective has changed. I do not see students as not being able to follow instructions, not attentive but I may think they are not ready as they have not developed on some executive functioning skills. Executive function can be taught and worked on. I will be patient with my students and remind them in ways that are least distracting or embarrassing. For example, tap the table or walking near them.

During the lead up to the workshop, June and Priscillia were very open to understanding our needs and in customising a workshop for us. Even though the main profile of our students are not dyslexic, they were able to brainstorm and tweak general strategies and theories to meet our teachers' needs in helping students with MID and ASD in literacy. June and Priscillia shared their knowledge during the workshop and were helpful in answering questions that participants had. In particular, participants benefited from learning about executive functioning and some exposure to phonics.

June and Rosalyn executed an interactive and engaging training session on enhancing executive functioning skills that was curated to meet the learning needs of our students at NUS. It was evidently well-planned and packed with practical self-learning strategies and tools that students could apply and use right away. We are grateful for the partnership and look forward to engaging DAS for future workshops

The Chinese Language Support Certificate Course delivers a vital toolkit in literacy instruction for neurodivergent Chinese Language Learners, particularly focusing on dyslexia and specific learning disabilities. Taught entirely in Chinese, it covers evidence-based strategies, assessment tools, and practical applications. As the School-wide Coordinator of Support Services at the Singapore American School, I strongly recommend this course to teaching teams seeking to enhance their capacity for effective literacy intervention. It's a comprehensive and invaluable resource empowering educators to create inclusive learning environments.