1 April 2022
DAS INTERNATIONAL LAUNCHES A CONCIERGE ASSESSMENT SERVICE
We are pleased and excited to announce the relaunch of DAS International Concierge Assessments Services. DAS International Services is a wholly-owned subsidiary of the Dyslexia Association of Singapore Ltd (DAS) since 2011.
DAS International has made it a priority to simultaneously grow in its expertise by constantly developing its professional standing in the field of Specific Learning Differences (SpLD). Building upon decades of experience and expertise at DAS in providing high-quality psychological assessment services to students with learning differences, DAS International Assessment Services aims to serve both the international and local school communities by providing personalised concierge service. Recognising that comorbidities impact learning, the assessment services will address specific learning differences such as Dyslexia and Dyscalculia, behavioural concerns such as Attention Deficit Hyperactivity Disorder (ADHD) as well as School Readiness and Giftedness.
Through the extensive resources available from our expert team of registered psychologists, speech and language therapists and experienced specialist tutors, DAS International is in the best position to support children on an individual basis that will allow them to experience success in learning and achieve their full potential.
Our newly launched DAS International Concierge Assessments service delivery promises:
- A Gold standard in psychological assessments that are recognised worldwide and delivered by our experienced registered psychologists.
- A personalised experience for the client who will be closely guided by our psychologist in completing the application through to obtaining information, understanding concerns, and providing preliminary recommendations for support.
- Timely assessment reports are completed within 2 weeks after the assessment is undertaken.
- Every assessment is a priority.
We hope that you will support us to help students with specific learning differences achieve their potential and we look forward to working with you soon. Meeting with your staff who support students with learning differences will help us to further understand the needs of students and parents within your school environment and enable us to share further information on DAS International Assessment and Specialist support services.
If you require any further information, please do not hesitate to contact me and I look forward to hearing from you soon.
Warm regards
Anaberta Oehlers-Jaen
Head of DAS International
anaberta@das.org.sg
MONDAY, 7 MARCH 2022 - 4:00PM TO 5:30PM
Supporting Third Culture Kids with Learning Differences
PART 2: In Secondary Schools
Hosted by Anaberta Oehlers-Jaen, Head of DAS International
SINGAPORE
MAIN TOPICS OF DISCUSSION
TOPIC 1: Navigating children with SpLD: Overcoming challenges and practical tips for parents
TOPIC 2: A tool kit for parents in supporting their children in secondary schools
TOPIC 3: Alternative educational pathways and opportunities: Is the vocational route a possible option?
TOPIC 4: Using technology to make connections and as a support system
ABOUT THE HOST
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Anaberta Oehlers-Jaen
Head of DAS INTERNATIONAL Ms Anaberta Oehlers-Jaen started her career at the DAS in 2005 as an Educational Therapist and has since held various portfolios. For 4 years, she was the Preschool Manager of the DAS Preschool Service and was actively involved with children at risk of literacy delay and helped to launch the service at DAS. She assumed the position of Head of DAS International in 2011 to support the local and expatriate international community of students, who may be experiencing learning differences through Specialist tutoring and Assessments. In her role as Maths Programme Director in 2014, Anaberta has presented at International conferences delivered in Singapore, the ASEAN region and the UK. |
ABOUT THE PANELISTS
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George Cowie
Director & Founder, Learning Support Asia George has over 20 years of experience teaching in international and UK schools. He also spent over two years working as an inclusive education advisor in Cambodia through Voluntary Service Overseas. He did a master’s thesis on identifying and supporting dyslexic students in multilingual learning settings and has published research on supporting autistic students in mainstream education. He is now awaiting the publication of a chapter that he has contributed to the Routledge International Handbook of Dyslexia on dyslexia in the Cambodian context at the request of DAS. He now lives in Phnom Penh with his wife and son where they have their own tuition centre, working with schools and individuals to promote inclusion in education. |
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Harshi Sehmar
School Principal, The Village (International Special Needs School) Harshi is the Founder and Principal of The Village International Education Centre. A highly respected Special Needs school in Thailand that has been supporting and developing children with special needs for over 20 years. A highly experienced and recognized educationist, Harshi has, over a career spanning 35 years, made significant contributions to the field of Special Needs in the UK and South East Asia. He has been instrumental in driving awareness of Neurodiversity through his approach which uses the child’s strengths to help them deal with their challenges. This positive, non-medical approach has been very successful as the students push themselves to rise to the higher expectations of their teachers and therapists. His unique approach to holistically educating the child and working closely with the family has been pioneering and has helped in the development of tailor-made programs for children with different special needs. Harshi, during his 25 years in Thailand has established strong working partnerships with International Schools in the region and local universities like Chulalongkorn & ABAC where is he also a guest lecturer. He has also forged a decade-old partnership with the University of Northampton, UK to bring the MA degree in Special Needs to Asia along with best practices in the field of special education. Harshi loves to cook, play squash and teach and finds the first two relaxing & the other rewarding. |
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Jun Athens
Parent & Educator, Binus School - SIMPRUG Jun is a middle school teacher at Binus School Simprug, Jakarta who originates from Singapore. She is the Subject Head for Individuals and Societies and has also been an Affective Head at the school for 3 years. She has been advocating for a more inclusive school environment at her school. With 19 years of classroom teaching experience, Jun has met many families of third-culture kids, as well as several students with neurodiverse profiles. She has networked with organisations and individuals to bring more awareness about neurodiversity and inclusive education. She has presented in the IB Dunia Workshops for international teachers on inclusion and diversity. Married to an American teacher, her three children have never lived in Singapore or America. Two of her three kids have neurodiverse profiles. Having experienced the challenges of parenting third-culture kids with learning difficulties, Jun is happy to share her own experience. Jun is currently pursuing higher education in special and inclusive education in order to be a better advocate and support for her children and students. In her free time, she brings expat children together for drama classes as well as cooking and baking with her family. |
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Shilpa Madane
Senior Specialist Tutor, DAS International Shilpa started her teaching career with a private preschool in Singapore catering to children of various nationalities. After her stint with the school for 5 years, she decided to equip herself with skills to help children with learning difficulties. She trained in Orton-Gillingham Approach and later obtained the Double Diploma in Teaching and Dyslexia from Cambridge University conducted by DAS. Before joining DAS International in April 2013, she taught Literacy and Maths to students with multiple learning difficulties including dyslexia, dyscalculia, and ADHD for about 6 years as a private tutor. Her students are from lower and upper primary up to upper secondary and come from a mix of MOE and International schools. Having a strong background and interest in Mathematics & English drives Shilpa to cultivate a love of the subjects in her students. Her aim is to understand the strengths, weaknesses and learning styles of children, to design individualised programmes to help and motivate them to achieve their targets. Shilpa believes that it is important to build a strong rapport with students and create a conducive learning environment for the smooth delivery of knowledge. |
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Deborah Hewes Deborah has been with DAS since May 2011. Deborah has dyslexia and is passionate about raising awareness about learning differences. All three of her children have learning differences and as a result, she has spent most of the last 20 years supporting her children’s academic careers as well as helping other families with children who have learning differences. Deborah has lived in Singapore since 2001 and she has devoted the first 10 years working in an International School as a Learning Support Assistant and parent volunteer supporting students who learn differently with math, reading and literacy. She has also worked as a shadow assistant for students with behavioural issues, ADHD and Asperger’s Syndrome. Deborah completed her Psychology honours degree at Singapore University of Social Sciences and her thesis was titled “Adolescents with learning disabilities: an investigation of academic self‐concept, self‐esteem and depression in International school students.” Deborah graduated from the University of South Wales with a Masters in Special Education Needs with Merit in 2019. Her dissertation researched "Singaporean Entrepreneurs and Dyslexia" Deborah is the Managing Editor of the Asia Pacific Journal of Developmental Differences and the annual DAS Handbook. In 2015, she edited the first book of its kind in Singapore, “Embrace a Different Kind of Mind—Personal Stories of Dyslexia” and in 2017 designed and published the 25th-Anniversary book for DAS, “Clearly Different-Dyscovering the Differences” |
Do you sometimes think that your child is just not trying hard enough despite your repeated reminders to him to complete his homework?
Click here to read more on how you can support your kids.
坚定信念帮读写障碍者 Firm belief in helping people with dyslexia
Coffee Morning @ DAS International session on 2 October at Rex House whereby experts will provide tips to parents of children studying in international schools facing learning difficulties.
2018年6月20-22日，学爱会项目总监邱子鹏与校园项目负责人向世琼（草心）赴新加坡，参加了新加坡学障协会（Singapore Dyslexia Association，DAS）举办的为期两天的新加坡学障研讨会（Unite SpLD 2018）。
其中，在22日举行的国际嘉宾座谈会环节（Panel Discussions） 学爱会代表邱子鹏向来自世界各地的30多位与会嘉宾介绍了学爱会目前工作的进展以及发展的历程。
图：子鹏分享学爱会学习支持中心面临的机遇和挑战
6月20日，主办方安排了会前展演(Pre-Conference)，展示了从华文（汉语）、数学、到语言治疗的四个课程的演示。
图：运用黑板以及积木来进行具象化数学教学
JASSMIN PETER chats with ANABERTA OEHLERS-JAEN on why learning difficulties can affect more than just school work, the importance of early detection and the contribution DAS International is making in this space.
TF: Tell us more about DAS International?
AOJ: Psychologists at DAS International have extensive experience in assessing people with behavioural, developmental and psychological issues which lead to learning differences. We assess for specific learning differences – dyslexia and dyspraxia, dyscalculia and dysgraphia, attention deficit (hyperactivity) disorder, Asperger’s syndrome, psychological and behavioural concerns, childhood development issues, autism spectrum disorders, non-verbal difficulties and auditory and sensory issues. So far we’ve been working with five to 18-year-olds but will soon start coaching preschoolers with speech and language difficulties.
TF: How do you contribute to DAS?
AOJ: As Head of the School I oversee
the overall development and running of the company. Our main aim is to bring specialist services both locally and regionally, to clients who have learning difficulties, so I need to constantly stay abreast of what’s happening in this industry. As a Senior Educational Therapist, I relate to parents and understand their area of concern. I have a broad area of understanding as I’ve taught students from preschool age up to 17 years old.
TF: What’s your focus and approach to each child?
AOJ: We offer individualised specialist tuition and tailor-made classes based on the profile of the child derived from specialist assessments, as well as consultation with parents and educators. Our classes are skills-focused and include literacy, numeracy, oracy and writing skills, speech and language support, occupational therapy, individual curriculum support, study skills and exam preparation and behaviour and social support. We also send parents regular progress reports on their child.
TF: What sets DAS International apart from the rest?
AOJ: We never hard sell our services. We provide parents who are interested in our services with enough information and we advise on what’s best for their child. We then leave it up to them to make an informed decision. At DAS, we always put the child first when it comes to recommendations. We also screen for more than just dyslexia and address all learning difficulties plus social, emotional and behavioural difficulties, developmental disorders and childhood disorders.
TF: What should parents do once they suspect their child has a learning difficulty?
AOJ: Seeking help early is critical so your child doesn’t experience frustration and failure at school. Early intervention strategies also promote self-confidence and awareness, and ensure a child with learning differences struggles less and spends less time lagging behind their peers in class.
TF: What are some of the common mistakes parents make when they realise their child has a learning difficulty?
AOJ: Prior to identifying their child has a learning difference parents feel the child is lazy or not working hard enough and will be critical of their academic output. They might also compare the child to his or her siblings which can impact the child’s self-esteem. Once parents realise their child has a learning difference they might overwork them with too many therapy sessions in an attempt to help them “catch up” with their peers. This means long and exhausting hours of support and therapist appointments which can have detrimental effects on their self-esteem also. Parents need to be mindful of their child’s needs and their need for downtime as well.
TF: Most challenging and rewarding part of your job?
AOJ: The most challenging part of my job is striking the right balance between teaching and administration. I love to teach and be directly involved in the development of a child’s education, but being at a management level also means I spend a lot of time coordinating the needs of parents, students and tutors to ensure everyone is satisfied. The most rewarding part of my job is to see parents happy and satisfied with our service and knowing we have given them the peace of mind that their child is in the right place.
Read the full article here