Customised Training

Customised Training for Schools and Organisations

Overview
Key Training Areas
Our Trainers

Customised Training for Schools and Educators

Building educator capacity for inclusive, real-world learning

Schools today work with increasingly diverse learners. Generic professional development is no longer sufficient.

DAS Academy partners schools to build staff capability in executive function support, inclusive classroom practices, and literacy and numeracy intervention. Our customised training is grounded in evidence and designed for real classrooms.

Why schools choose our customised training

Proven track record across Preschools, Primary, Secondary, International Schools and Institutes of Higher Learning
Context-driven design aligned to each school’s learners, staff readiness and priorities
Evidence-informed practices translated into practical classroom strategies
Inclusive by design, supporting educators with varying experience levels

Our trainings are not off-the-shelf workshops. Each engagement begins with understanding your school, your learners, and your educators.

What we mean by “customised”

Every school engagement typically includes:

Consultation with school leaders or departments to identify needs
Alignment to school context, curriculum frameworks and learner profiles
Flexible design aligned to available professional development timeframes
Practical strategies that can be implemented immediately
Optional follow-up, reflection or implementation support

This ensures professional learning is relevant, time-sensitive, applicable, and sustainable.

Executive Function Support

Supporting learners who struggle with attention, memory, behavioural regulation, and independence.

Common focus areas:

Understanding executive functions and their impact on learning and behaviour
Going behind behaviour to identify underlying needs and skills gaps
Classroom- and home-based strategies that improve learning retention, self-control, and task initiation
Troubleshooting specific learner difficulties using a clear, practical framework that supports movement from prevention to intervention

Suitable for:
Preschool, Primary, Secondary, International Schools, Institutes of Higher Learning

Inclusive Classroom Strategies

Practical approaches to support neurodiverse learners in mainstream classroom settings.

Common focus areas:

Inclusive teaching practices without lowering expectations
Universal Design for Learning (UDL)-informed strategies
Supporting learners with diverse profiles within a single classroom
Shifting from accommodation to capacity-building

Suitable for:
Primary, Secondary, International Schools, Institutes of Higher Learning

Literacy Support (English and Chinese)

Evidence-informed literacy practices that support struggling learners and learners with learning differences.

Common focus areas:

Literacy development and learners with learning differences
Orton-Gillingham approach for literacy support
Science of Reading-aligned practices
Practical strategies for reading, spelling, and writing instruction

Suitable for:
Preschool, Primary, Secondary, International Schools

Numeracy Support

Supporting learners with learning differences in mathematics through practical, inclusive approaches.

Common focus areas:

Understanding barriers to numeracy learning
Making numeracy accessible without oversimplification
Supporting working memory and problem-solving in mathematics

Suitable for:
Primary, Secondary, International Schools

Trainers

Our trainers have worked with Preschools and Early Childhood settings, Primary and Secondary schools, International Schools, and Institutes of Higher Learning. This breadth allows us to tailor training to developmental stages, curriculum demands and educator roles.

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.

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.

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

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.

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.

Overview

Training Programmes

DYSLEXIA-FRIENDLY QUIZ

Overview

Training Programmes

DYSLEXIA-FRIENDLY QUIZ

Take a short and simple quiz to learn about how dyslexia-friendly your school or home is!

The dyslexia-friendly index for Educators

Take this quiz to find out how dyslexia-friendly your practices are for students with Special Educational Needs.

CHECKLIST		YES	NO
Overall School Environment
1	The stall vendors use clear fonts and pictures in their food menu.
2	There are clear signages for the main venues in my school. e.g. general office, canteen, toilets, school hall.
3	My school organises regular SEN awareness training for the staff.
4	There is a special needs department in my school.
5	There are planned sessions in the yearly school calendar to discuss SEN matters.
6	My school is supportive of access arrangements during examinations.
7	My school is supportive of day-to-day accommodations whenever the need arises e.g. availability of disco seat, high tables for students who focus better while standing
8	The learning support personnel and his/her role in the school is made known to all new teaching staff during the staff induction day
9	Heavy subject periods are placed in the morning, whenever possible
Classroom Environment
10	As far as possible, I supplement verbal instructions and explanations with pictures, diagrams and/or manipulatives.
11	I ensure variety (visual, verbal, kinaesthetic) and levels (Bloom’s Taxonomy) in my learning objectives.
12	I use figurative language selectively and follow up with an explicit explanation.
13	I simplify instructions and avoid unnecessary information overload.
14	I make it a point to check for understanding after giving instructions.
15	I leave important information on the board long enough for students.
16	I make a point to ensure worksheets/ slides are not cluttered.
17	I print comprehension text and questions such that students do not need to flip over to refer.
18	I highlight challenging key curriculum words, break them into parts/ syllables and provide strategies to remember them.
19	I practice having a group read aloud to the class, instead of having a single student read.
20	I take steps to make spelling tests more friendly for students
21	I offer students personal choice in the demonstration of their knowledge, through a variety of questions, a variety of platforms etc.
22	I have the learning support personnel present in periods which require support
23	I highlight students who might have SEN to the learning support personnel in a timely manner
24	I work together with the learning support personnel to support students with SEN in my class
25	I allow time for movement between activities.
26	I use specific colours for specific information on the board.
27	I use a font of at least size 12 and ensure that it does not have extending features called “serifs” at the end of strokes e.g. Calibri instead of Times New Roman.

Total up your scores and check how SEN-friendly your practices are!

‘Yes’ Responses	General indication
19 – 27	Learners with SEN in your school are well supported to maximise their potential.
10 – 18	Learners with SEN in your school are generally supported but will benefit from more support.
0 – 9	Learners with SEN in your school may find school life challenging.

The dyslexia-friendly index for Parents

Take this quiz to find out how dyslexia-friendly your home is:

CHECKLIST		YES	NO
1	I talk to my child about dyslexia and about people who have dyslexia.
2	I have attended at least one dyslexia talk/course for parents.
3	I practice reading with my child at home.
4	I help my child find ways to work around his or her weakness caused by dyslexia.
5	As far as possible, I supplement verbal and written information with pictures, diagrams or manipulatives.
6	I break down the school’s weekly spelling list into bite-sized components, with revision spread across the week, instead of expecting the child to master the entire list in one day.
7	I break down words in the weekly spelling list into chunks and point out unique features in the words.
8	I help to ensure that worksheets (especially reading comprehension tasks) are printed only on one side.
9	I provide clear and direct instructions in a bite-sized manner.
10	I have routines to help my child get his work done.
11	I inform and communicate with my child’s teachers about his or her learning needs.
12	While I am sensitive to my child’s weaknesses, I am also keenly aware of his or her strengths and I provide support to develop those strengths

Total up your scores and check how dyslexia-friendly your home is!

‘Yes’ Responses	General indication
9 – 12	Your child is well supported to maximise their potential.
5 – 8	Your child is generally supported but will benefit from more support.
0 – 4	Your child may find it challenging to cope with an SEN. E.g. Dyslexia

Lecturers with rich practical experience

Our lecturers have a wealth of dyslexia teaching experiences under their belts. They are able to apply their accumulated knowledge and experience to your context, empowering you to resolve your day-to-day challenges in a school with learners with diverse needs.