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All capability-building courses are conducted either onsite or live via zoom.
15 hours
Educators, teaching assistants, and programme staff working in charities, NGOs, and community-based learning settings supporting early and struggling readers.
To equip educators with the knowledge, instructional routines, and practical tools to teach English literacy effectively, systematically, and inclusively using the Orton-Gillingham approach, informed by evidence from the Science of Reading and Science of Learning.
This course is delivered on-site.
This course introduces educators to dyslexia, a common learning difference affecting approximately 4–10% of the population. Participants will explore how children learn to read English, why some experience difficulties, and how sequential, structured and cumulative instruction can effectively support diverse learners, including those at risk of dyslexia.
Grounded in the Science of Reading and guided by the Orton-Gillingham principles, the course equips educators with the knowledge and skills to deliver key components of effective literacy instruction. Through guided practice and application, participants will learn to deliver explicit and multisensory literacy instruction that supports reading and spelling development of learners with varying profiles.
By the end of the course, participants will be able to:
The assessment consists of a 60-minute online quiz featuring scenario-based multiple-choice questions covering the topics from this course. Participants are required to complete the quiz to demonstrate their knowledge and understanding.
A Course Completion Certificate will be awarded to participants upon successful completion of the training, subject to a minimum of 70% attendance and a passing grade in the course assessments.
Participants are expected to demonstrate the application and sharing of knowledge within their professional contexts following the training.
Using the provided report template, submit evidence of the following within 9 months:
Intervention Report & Case Studies: How dyslexia strategies were applied with students and the observed outcomes (up to 1,500 words, with at least two case studies, excluding appendices and attached resources)
Two Original/Adapted Resources: Teaching materials, guides or toolkits developed for your organisation’s internal use
Knowledge Sharing: Materials, photos or videos from at least one 60-minute sharing session conducted within your organisation
15 hours
Educators, teaching assistants, and programme staff working in charities, NGOs, and community-based learning settings supporting early and struggling readers.
To equip educators with the knowledge, instructional routines, and practical tools to teach English literacy effectively, systematically, and inclusively using the Orton-Gillingham approach, informed by evidence from the Science of Reading and Science of Learning.
This course is delivered on-site.
This intermediate literacy support course builds on foundational knowledge of supporting struggling readers, equipping educators with deeper expertise in phonological processing and text-level reading fluency. Participants will extend their understanding of how skilled reading develops, with a focus on advanced phonological concepts such as advanced syllable types and patterns, morphological awareness and suffix rules.
Educators will learn to deliver more sophisticated, structured lessons that move beyond word-level decoding to connected text. Emphasis will be placed on developing reading fluency – accuracy, rate, and prosody – through explicit, systematic instruction and repeated, supported reading practices.
The course will address common fluency challenges in struggling readers, including those with dyslexia, and provide practical strategies to build automaticity and expression.
By the end of the course, participants will be able to deliver targeted, data-informed instruction that strengthens both decoding and fluent reading at the text level.
By the end of the course, participants will be able to:
The assessment consists of a 60-minute online quiz featuring scenario-based multiple-choice questions covering the topics from this course. Participants are required to complete the quiz to demonstrate their knowledge and understanding.
A Course Completion Certificate will be awarded to participants upon successful completion of the training, subject to a minimum of 70% attendance and a passing grade in the course assessments.
Participants are expected to demonstrate the application and sharing of knowledge within their professional contexts following the training.
Using the provided report template, submit evidence of the following within 9 months:
Intervention Report & Case Studies: How dyslexia strategies were applied with students and the observed outcomes (up to 1,500 words, with at least two case studies, excluding appendices and attached resources)
Two Original/Adapted Resources: Teaching materials, guides or toolkits developed for your organisation’s internal use
Knowledge Sharing: Materials, photos or videos from at least one 60-minute sharing session conducted within your organisation
15 hours
Educators, teaching assistants, and programme staff working in charities, NGOs, and community-based learning settings supporting learners who find learning of Chinese literacy challenging.
在慈善机构、非政府组织及社区学习环境中工作、支持华文读写学习有困难的学习者的教育工作者、教学助理及课程项目人员。
This programme aims to equip participants with both theoretical understanding and practical skills to effectively support learners with Chinese literacy difficulties, including those with dyslexia. Participants will first be equipped with core concepts and foundational knowledge, and then apply their learning through guided practice, discussion, and problem-solving during the training.
本课程旨在帮助学员掌握相关理论知识与实用技能，以更有效地支持在华文读写方面有困难的学习者，包括有读写障碍的学习者。学员将先学习掌握核心概念和基础知识，再通过指导练习、讨论和解决具体问题的方式来应用所学内容。
This course is delivered on-site.
本课程以线下方式进行。
This 15-hour course provides an in-depth exploration of dyslexia and Chinese literacy learning difficulties, grounded in current research and evidence-based educational practice. Participants will examine the linguistic characteristics of the Chinese language, including its morphosyllabic writing system and the cognitive-linguistic skills required for successful literacy acquisition.
The course introduces key concepts and foundational knowledge, including the nature and manifestations of dyslexia in Chinese, common co-occurring learning difficulties, underlying cognitive-linguistic processes, principles of assessment and learner profiling, key teaching principles such as those derived from the Orton-Gillingham approaches, semantic radical knowledge, and essential instructional procedures. This theoretical grounding prepares participants for deeper application during synchronous sessions.
Participants will learn and practise strategies to support foundational literacy skills such as oracy, vocabulary development, sentence structure, and character recognition, as well as advanced literacy skills including reading comprehension and writing. The programme also guides participants in assessment and profiling, lesson planning and resource development, enabling them to design diagnostic, structured, multisensory, and responsive instruction tailored to diverse learner profiles.
By integrating theory and practice, the course supports participants in developing confidence and competence in delivering effective Chinese literacy instruction for learners with a wide range of needs.
本15小时课程结合当前研究成果和循证教学实践，深入探讨读写障碍及华文读写学习困难。学员将了解华文的语言特点，包括其形音义结合的文字系统，以及成功习得华文读写能力所需的认知与语言技能。
本课程将介绍关键概念和基础知识，包括华文读写障碍的本质与表现、常见的伴随性学习困难、相关的认知与语言处理过程、评估与学习者特征分析的基本原则、重要教学原则（如源自奥顿—吉林汉姆方法的原则）。还包括偏旁知识和基本教学程序。这些基础将帮助学员更好地参与后续同步课程中的深入实践。
学员将学习并练习多种教学策略，以支持基础读写能力的发展，例如口语能力、词汇发展、句子结构和识字，也包括较高阶的读写能力，如阅读理解和写作。课程还将指导学员如何评估和分析学习者的特征，并在此基础上进行课程设计与教学资源开发。使学员能够根据不同学习者的特点，设计具有诊断性、结构性、多感官和灵活回应的教学。
通过结合理论与实践，本课程将帮助学员提升信心与能力，更有效地为不同需要的学习者提供华文读写教学支持。
By the end of this programme, participants will be able to:
完成本课程后，学员将能够：
The assessment consists of a 60-minute online quiz featuring scenario-based multiple-choice questions covering the topics from this course. Participants are required to complete the quiz to demonstrate their knowledge and understanding.
评估包括一项60分钟的线上测验，题型为基于情境的选择题，内容涵盖本课程的相关主题。学员须完成该测验，以展示其对课程内容的知识与理解。
A Course Completion Certificate will be awarded to participants upon successful completion of the training, subject to a minimum of 70% attendance and a passing grade in the course assessments.
学员在完成培训后，如达到至少70%的出勤率并在课程评估中取得合格成绩，将获颁课程结业证书。
15 hours
Educators, teaching assistants, and programme staff working in charities, NGOs, and community-based learning settings supporting learners who find mathematics challenging.
To equip educators and programme staff with the knowledge and practical tools to identify learners’ mathematical challenges and implement strategies that make mathematics accessible and build learners’ confidence and understanding.
This course is delivered on-site.
This course builds on foundational knowledge of numeracy difficulties, exploring how cognitive differences and support skills inform the design of effective, evidence-based teaching strategies and interventions. Participants will engage with learners’ work to identify gaps in prerequisite skills and interpret common error patterns, using these insights to plan targeted interventions.
The course covers key mathematical areas, including number sense, basic operations, fractions, decimals, and word problems. Participants will also explore how mathematical ideas can be made tangible and meaningful through the Concrete-Pictorial-Abstract (CPA) approach. Emphasis is placed on adapting strategies to meet the needs of diverse learners and applying instruction effectively in low-resource or high-need settings.
By the end of this course, participants will be able to:
The assessment consists of a 60-minute online quiz featuring scenario-based multiple-choice questions covering the topics from this course. Participants are required to complete the quiz to demonstrate their knowledge and understanding.
A Course Completion Certificate will be awarded to participants upon successful completion of the training, subject to a minimum of 70% attendance and a passing grade in the course assessments.
Participants are expected to demonstrate the application and sharing of knowledge within their professional contexts following the training.
Using the provided report template, submit evidence of the following within 9 months:
Intervention Report & Case Studies: How dyslexia strategies were applied with students and the observed outcomes (up to 1,500 words, with at least two case studies, excluding appendices and attached resources)
Two Original/Adapted Resources: Teaching materials, guides or toolkits developed for your organisation’s internal use
Knowledge Sharing: Materials, photos or videos from at least one 60-minute sharing session conducted within your organisation
All awareness-building courses are conducted online via e-learning.
4 hours (e-learning)
Educators, teaching assistants and programme staff working in charities, NGOs and community-based learning settings supporting early and struggling readers.
To introduce participants to a broad overview of dyslexia, including its assessment and support strategies, providing a foundational understanding for professionals and family members to effectively recognise and support individuals with dyslexia.
This course is delivered via the SUSS UniLEARN online learning platform.
This e-learning course introduces participants to a broad overview of dyslexia, a specific learning difficulty. In Singapore, the prevalence of dyslexia amongst the population is estimated to be 10%, of which 4% will have dyslexia severe enough to warrant intervention.
Hence, this course provides a useful foundation for understanding more about this specific learning difficulty, as well as the assessment and support of students with dyslexia. It is hoped that this course will encourage participants to pursue professional teaching courses with the DAS Academy. Participants can also share their thoughts and learning journey or ask the lecturer a question on the discussion platform.
By the end of the course, participants will be able to:
There is one end-of-course quiz with 20 multiple-choice questions (MCQs). To be eligible for a certificate, you must complete this quiz and achieve a passing score of 80%. Only two attempts are allowed.
A Certificate of Achievement will be issued electronically to participants who successfully pass the assessment.
Participants are expected to submit a Personal Reflection Report (approximately 350 words) within one month of course completion using an online form, covering:
4 hours (e-learning)
4 小时（网络学习）
Educators, teaching assistants, programme staff and volunteers working in charities, NGOs and community-based learning settings supporting early and struggling readers.
在慈善机构、非政府组织及社区学习环境中工作，支持早期及有阅读困难的读者的教育工作者、教学助理、项目人员及志愿者。
To introduce participants to a broad overview of dyslexia, including its assessment and support strategies, providing a foundational understanding for professionals and family members to effectively recognise and support individuals with dyslexia.
旨在向学员概述读写障碍，包括其评估与支持策略，为专业人员和家属提供基础认知，以有效识别并支持读写障碍人士。
This course is delivered via the SUSS UniLEARN Online learning platform.
本课程将通过 SUSS UniLEARN Online 学习平台授课。
This e-learning course introduces participants to a broad overview of dyslexia, a specific learning difficulty. In Singapore, the prevalence of dyslexia amongst the population is estimated to be 10%, of which 4% will have dyslexia severe enough to warrant intervention.
Hence, this course provides a useful foundation for understanding more about this specific learning difficulty, as well as the assessment and support of students with dyslexia in relation to the Chinese language. It is hoped that this course will encourage participants to pursue professional teaching courses with the DAS Academy. Participants can also share their thoughts and learning journey or ask the lecturer a question on the discussion platform.
本课程将概述特殊学习困难的类型之一——读写障碍。在新加坡，读写障碍的出现率与国际人口中 4% 至 10% 的出现率一致。因此，本课程希望让学员进一步了解读写障碍与其他同时出现的学习障碍（如言语学习障碍、动作协调障碍、算术学习障碍、注意力不足或过动症等），以及如何帮助有读写障碍的学生学习，尤其是华文。希望本课程能激发学员的兴趣，鼓励他们进一步报读 DAS 专科学院的专业教学课程。您也能在论坛中分享您的观点或提问。
By the end of the course, participants will be able to:
完成本课程后，学员将能够：
There is one end-of-course quiz with 20 multiple-choice questions (MCQs). To be eligible for a certificate, you must complete this quiz and achieve a passing score of 80%. Only two attempts are allowed.
本课程末尾将有一个包含 20 道选择题的测验。若要获得证书，学员须取得至少 80% 的成绩（即答对至少 16 道题）。每位学员最多可作答两次。
A Certificate of Achievement will be issued electronically to participants who successfully pass the assessment.
成功完成评估的学员将收到电子版的结业证书。
Participants are expected to submit a Personal Reflection Report (approximately 350 words) within one month of course completion using an online form, covering:
学员须在课程结束后一个月内，通过在线表单提交一份个人反思报告（约 350 字），内容涵盖：
Oak Foundation is a philanthropic organisation committed to creating a safer, fairer, and more sustainable world. Its grant-making includes a strong focus on education and learning differences, partnering with organisations that enable individuals who learn differently to thrive.
Through the generous support of the Oak Foundation, DAS International is proud to offer a series of funded training courses for overseas partners and organisations working with individuals who learn differently.
This initiative reflects a shared commitment to strengthening global expertise in supporting learners with dyslexia and other learning differences, particularly in communities where access to specialist training remains limited.
Interested organisations can:
Shortlisted applicants will be contacted with further details on course enrolment and funding support.
Please contact us for more information on how we can support your training needs.
CONTACT: enquiry@dasint.org.sg
DAS International aims to provide holistic assessment and professional 1-1 Specialist Teaching services to students with a range of Specific Learning Differences, and behavioural challenges as well as those students who struggle to learn so that they can achieve their true potential.
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