Trainee Educational Therapist

at  Dyslexia Association of Singapore DAS

JOB DESCRIPTION

Position Trainee Educational Therapists – Full Time
Division/Branch Main Literacy Programme, English Language & Literacy (ELL) Division
Receive training to become a specialist professional - to provide educational therapy and help shape
the lives of struggling learners with dyslexia and other learning challenges, to achieve their true
potential in life when given the right guidance and support.
All candidates must be registered with the Ministry of Education (MOE) before they can start teaching
at the DAS.
Programmes under the DAS
Struggling learners with dyslexia and other learning challenges once assessed by DAS Specialist
Psychologists from the SpLD Assessment Services (SAS) Division, are referred to the Main Literacy
Programme (MLP) under the English Language & Literacy (ELL) Division. Many children are also
referred to DAS by psychologists from MOE, hospitals and private practice. These children attend
classes in MOE schools and come to the DAS for additional support after school hours. Students
normally come to the 12 DAS learning centres for two hours a week during the regular school term.
DAS classes are kept to an average of four to five students in a class to ensure individual attention can
be provided. Our educational therapy is based on the Orton-Gillingham approach and covers a range
of literacy skills including phonics, which enables struggling learners with dyslexia and other learning
challenges to learn better and become independent learners. DAS Educational Therapists also meet
up regularly with learners’ parents to give feedback, advice and encouragement.

The duties and responsibilities of MLP Educational Therapists include

• Conduct lessons in a group setting (4 to 5 students in a class).
• Conduct semestral assessments at least twice a year in a group setting.
• Develop teaching methods and instructional materials that meet young learners’ varying

needs.

• Monitor the academic progress of the students.
• Write progress reports, share information and discuss issues relating to students’

learning progress with parents during the school terms.

• Conduct Meet-the-Parents sessions at the end of each semester (twice a year).
• Be involved in the conduct of awareness talks and training courses.
• Be engaged in curriculum and resource design and development, action research and

pilot studies.

• Participate in any other duties as assigned.

HEAR FROM OUR CURRENT EDUCATIONAL THERAPISTS!

Get a glimpse of the journey and experience of an Educational Therapist through these featured
articles by our current Educational Therapists:
1. Lead Educational Therapist, Ms Hani Zohra
Hani’s passion for special education pushes her to mentor not only students but other teachers as well
2. Senior Educational Therapist, Mr Steven Sim
From chemical engineer to award-winning special needs educator!
3. Senior Educational Therapist, Mr Vishnu Ragunathan
Policeman to Educational Therapist
4. Senior Educational Therapist, Ms Zaidah
My journey as an Educational Therapist

REQUIREMENTS

Education:

• Diploma or Degree

from a recognised institution or
university, in any discipline

Experience:

• Relevant teaching

experience in mainstream
schools will be an advantage

Other Skills & Knowledge:

• Strong command of

English (written and spoken)

• Ability to work flexible

hours including weekday
evenings (4 week nights per
week) and weekends

REGISTRATION WITH THE REGISTER OF EDUCATIONAL THERAPIST (ASIA) [RETA]

The DAS has initiated the setting up of a Register of trained and experienced professional tutors and
therapists who specialise in supporting individuals with dyslexia and/or related specific learning
difficulties. The Register is guided by a steering committee which comprises senior DAS staff and
individuals working in the private practice and other educational bodies. The Register will provide
public recognition of professional training and competence for members. DAS Educational Therapists
will sign up with RETA (http://www.reta.sg/) once they have attained the necessary training and
experience.

• Conduct lessons in a group setting (4 to 5 students in a class).
• Conduct semestral assessments at least twice a year in a group setting.
• Develop teaching methods and instructional materials that meet young learners’ varyin