We are a team of professionals working together to provide the best possible service from identification of dyslexia and other learning differences and providing the most suited remediation for our students.  Our teachers are referred to as Educational Therapists because they go beyond delivering lessons,  they  design, implement and evaluate interventions catered to individual needs.  Our lessons are not mass produced but individually tailored.  

We work together to bring out the best in our children.  

  • Educational Therapists 
  • Psychologists 
  • Educational Advisors
  • Curriculum Specialists
  • EduTech representatives 



  • Singaporeans in mainstream school
  • Primary one to Secondary 5
  • Diagnosed with dyslexia



All our Educational Therapists are graduates.

We place strong emphasis on training and we have a rigorous training programme in place for our Educational Therapists.  

The training programme provides theoretical and practical knowledge and skills.  They also have guided support under the supervision of an Educational Advisor.

We ensure that our Educational Therapists are led to the path of being skilled practitioners as well as critical thinkers and lifelong learners. Beyond initial training, we also provide ongoing professional development opportunities for our Educational Therapists to keep them up to date and relevant.

Who We Are Training our educational therapists2


DAS Quality Assurance Framework and Quality Assurance Audits are significant for several reasons and have been implemented to meet the following requirements:

  • to satisfy our key stakeholders of the standards we promise and deliver as a part of our service
  • to motivate and promote good practices amongst staff
  • to provide a platform to recognise excellent staff performance and contribution, and ongoing, continuous dialogue (rather than a annual exercise)
  • to serve as a mechanism to improve training and support


All Educational Therapists are expected to do the following annually:

  • Create a professional e-portfolio and update it regularly with information about their professional development and new knowledge that they have acquired for the year
  • Receive competent status for their annual Quality Assurance lesson observation and documentation audit
  • Collaborative professional development through peer observation of colleagues – one as an observer and another as an observee
  • To clock in 50 hours of Continuing Professional Development per year – either through attending courses or through conducting a research and writing research papers


Hani Zohra Muhamad

(click to view profile)

Hani Zohra Muhamad is a Lead Educational Therapist and an Educational Advisor (EA). Hani joined the Dyslexia Association of Singapore in 2006 and has over the years been teaching and working with students with dyslexia and other co-morbidities such as ADHD and SLI. As an EA, Hani contributes to the mentoring and training of new educational therapists, as well as support colleagues with challenging students. Hani holds a Masters Degree in Education (Special Education) from Nanyang Tehcnological University (NIE-NTU), a Bachelor of Science (Hons) in Management from University of London (UOL) and a Cambridge International Diploma for Teachers and Trainers (Dyslexia). Hani is also a member of the Register of Educational Therapist Asia (RETA).
Sumathi D/O Krishna Kumar
Sumathi D/O Krishna Kumar is a Senior Educational Therapist and an Educational Advisor at the DAS. As an Educational Advisor, she contributes to the area of Staff Professional Development. Sumathi has a Postgraduate Certificate in Specific Learning Differences from the London Metropolitan University and has been active in the area of specialized educational services for over 6 years. Her recent research involved a collaboration with 2 colleagues in a study of a comparative analysis of 2 mentoring approaches at the DAS that was showcased at the BDA International Conference 2016. She is also a member of the Register of Educational Therapists(ASIA). She looks forward to and is excited about participating in future educational prospects.
Pratyusha Sridhar
Pratyusha Sridhar is a Senior Educational Therapist and an Educational Advisor (EA) with the Staff Professional Development Division at the DAS. Pratyusha has a Bachelor of Science (Hons.) Degree in Biomedical Science from the University of Bradford, a Postgraduate Certificate in Special Educational Needs from the University of Wales, Newport and over 4 and a half years of experience working with Dyslexic learners. She is also a member of the Register of Educational Therapists, Asia (RETA). As an EA, Pratyusha assists in the training (lecturing and mentoring) of new Educational Therapists (EdTs), conducts yearly Quality Assurance Audits and renders support to EdTs who have students with challenging literacy/behavioural needs. Her areas of interest include psychology and eastern philosophy.
Sharyfah Fitriya
Sharyfah holds a Master in Special Educational Needs  from University of South Wales, United Kingdom. She obtained her Bachelor of Biomedical Sciences at University of Queensland, Australia. Prior to joining DAS, she had worked with students with schizophrenia and mood disorder for a year. She has over 5 years experience in working with students with dyslexia. As an Educational Advisor, her present role focuses on training and mentoring programme to trainee Educational Therapists to ensure a seamless and consistent delivery in the quality of teaching at DAS.
Tarsheeni Tania Rajoo
Tarsheeni Tania Rajoo has been an Educational Therapist with the DAS since 2013 and an Associate Educational Advisor(AEA) since 2016.
Tarsheeni has a Bachelor of Business (Marketing) from the Royal Melbourne Institute of Technology, a Diploma in Business Management from Nanyang Polytechnic, a Specialist Diploma in Specific Learning Differences (SpLD) from the DAS Academy  and over 3 and a half years of experience working with dyslexic learners. She is also a member of the Register of Educational Therapists (ASIA).  As an AEA, Tarsheeni is involved in the mentoring and training of new Educational Therapists.
In 2015, she was awarded the MAP Educational Therapist of the year award.  Ms.Tarsheeni continues to aspire to help and provide quality service to dyslexic children and youths and assist them in developing their strengths and passion.
Nur Ashabiena Mohd Ashraff

Nur Ashabiena Mohd Ashraff works in the DAS as an Educational Therapist since 2016. Nur Ashabiena graduated from the University of Wollongong (Australia) with a Bachelor of Science in Psychology. Upon graduation, she has rendered her service to various organizations; she volunteered as a Mind Stimulation Activity (MSA) facilitator with NKF where she created activities that encourage dialysis patients to keep their minds engaged and active during dialysis, she has also worked as a temporary research assistant with NIE where she conducted 1-1 cognitive testing with students age 5 to 6 years old. To ensure that she practices what she preaches, Nur Ashabiena has decided to volunteer as a stroke befriender with SNSA where she conducted counseling sessions for stroke patients at KTPH and TTSH. Her passion in making a difference in the lives of others has led her to join the DAS as an Educational Therapist where she believes that she can make a difference in the lives of children, the future generation. Nur Ashabiena graduated with a Specialist Diploma in Educational Therapy (DAS Academy) and currently, she is also an Educational Advisor (EA). She has been giving support to other Educational Therapists, as well as, conducted training for the new batch of Educational Therapists. Nur Ashabiena is also a member of the Register of Educational Therapists- Asia (RETA).


Sathi Menon

Sathi is a Senior Educational Therapist and an Educational Advisor (EA) from the Dyslexia Association of Singapore (DAS) with over 10 years of experience working with students in mainstream schools and special schools. In the DAS, she supports students with dyslexia in the MOE-Aided English Literacy Programme (MAP) and SES Maths Programme. She also mentors and supports new educational therapists. Her educational qualifications include a Bachelor of Arts in Sociology with Psychology (SIM University), Diploma in Special Education (National Institute of Education), Postgraduate Certificate in Special Educational Needs (University of South Wales) and Certificate in Mathematics Teaching – Primary (Marshall Cavendish). She is currently pursuing her Master of Arts in Special Educational Needs (MA SEN) with the University of South Wales (USW) in UK. She is also a member of Register of Educational Therapists Asia (RETA).



We place strong emphasis on engaging our parents as partner.  All our Educational Therapists contact parents on a monthly basis to update and discuss on their child’s progress.  This is done through monthly emails, phone calls, messages or face to face meetings.  As parents your inputs on your child matters to us!




Our difference – we start with your child and we work with his/her strengths and abilities and build their capabilities so that they have adequate skills to cope in school.

In order to fulfil our commitment to our students and parents, we ensure that we have a pool of well trained Educational Therapists conducting lessons to our students.

To quote the Rose Report, 2009 about teacher Quality :

"'The quality of an education system cannot exceed the quality of its teachers' is an obvious truth, which applies to the assessment and teaching of learners of any age who are dyslexic." (Rose, 2009, p.15).

At DAS we place strong emphasis on high quality intervention for our students.  High quality intervention can only take place if there is high quality training for our Educational Therapists.  Therefore, we invest heavily in training our Educational Therapists so that they can deliver quality remediation to all our students.    

SPD landscape1

In 2014, the Manpower Research & Statistics Department released the "Employer Supported Training 2014” report. The report stated that 8 of 10 employers now provide structured training.  The national average training expenditure was $726 per trainee (or $410 per employee).  However, at the DAS,  our training expenditure was to $3,726 per trainee (and $3,487 per employee).

In terms of training expenditure as a percentage of employee payroll (comprising staff remuneration and employers’ CPF contribution), the national figure was 0.8% in 2014.  At the DAS the training expenditure was 5.71%.  

Our training expenditure is therefore 7 times the national average and this does not include the staff cost of Staff Professional Development  and the staff cost for various in-house OJT.