Course Chair (Student Management) and Lecturer with the National Institute of Early Childhood Development (NIEC) at NP campus, under the Diploma in Early Childhood Development & Education (ECDE). Modules Led / Taught:• Psychology of Exceptional Children• The Inclusive Curriculum• Childhood Disorders & DisabilitiesPracticum (Yr 2) and Supervised Internship (Yr 3) for Early Intervention Track and Early Childhood Teaching TrackContent development: • One module for Adv Dip in EC Leadership• Working with the Exceptional Child module (harmonised module for ECDE)• Review and development of four SDELS modules - to better serve the EC and EI continuumCommittee for Inclusive Practices - committee under Faculty and Leadership Development (FLD) to be instruments of change and provide insights into inclusive practices for NIEC faculty and the wider EC industry.CET Course Lead [previous portfolio], Coach, Lecturer, and Prac Supervisor - Specialist Diploma in Early Childhood Learning Support (SDELS)

Design and delivery of a range of training for adult learners (parents and practitioners) - workshops, courses, Specialist Diploma, and post-graduate level content. Workshops:VocabularyMorphological AwarenessWriting Reading Comprehension Phonics based instruction Dyslexia ScreeningCourse Leader:> Specialist Diploma in Specific Learning Differences (consisting of six modules/certificates)> Specialist Diploma in Educational Therapy (pathway created just for staff)> Diploma in Special Education [Dyslexia] for Allied Educators (in collaboration with the Ministry of Education, Singapore)Module leader:> Certificate in Dyslexia and Literacy Teaching> Advanced Cert in Dyslexia and Literacy Teaching> Specific Learning Differences (SpLD) ProjectContributions:> Lecturing, tutoring, and marking on modules under the Master of Arts in Special Educational Needs (MA SEN)> Dissertation Supervision> Supervision and mentoring of new Educational Therapists> Accreditation of Prior Learning

Built the Specialist Diploma pathway for new DAS Educational Therapists. Management includes:- course/module design (learning objectives & outcomes, assessments, and currency of content)- alignment with CPE requirements - monitoring of the Spec Dip as a whole and separate modules -- manpower, course/module booklets, assignment deadlines, marking, return of feedback, awarding of certs/transcripts- evaluation (closing feedback loop)- course/module reviewsLead and manage three diploma courses - including Specialist Diploma in Specific Learning Differences and Diploma is Special Education (Dyslexia) for AED (Learning & Behavioural Support)Establish and maintain partnerships (mainstream/international schools, government agencies): - customisation of training content according to clients' needs- cost projection - knowledge of GeBiz tenders and 'Invitation to Quote' (ITQ)

I subscribe to the constructivist approach where my learners are co-constructors of knowledge - guided but empowered to take ownership of their own learning, growth, and success.Following the APIE Cycle:Assessment - Dyslexia screening and Informal Assessments for profiling.Planning - lesson planning for small group intervention (differentiated instruction where necessary), writing up of IEPs for one-to-one intervention, scheme of work/teaching targets.Implementation - Intervention for small-group instruction (learners with dyslexia and co-occurring traits) aiming to improve their literacy skills via a holistic approach (phonics leading to vocabulary, comprehension, and writing).Specialised tutoring for one-to-one intervention allowing for a fully tailor-made and flexible approach; teaching at the point of need including structured intervention as above but also assisting on school subjects.Evaluation - Constantly diagnostic and prescriptive: progress monitoring (programme plans), student reports, post-intervention criterion-referenced tests, parent-teacher conferences, reflective practice, and quality assurance audits.

An initiative of the Dyslexia Association of Singapore, the Register of Educational Therapists Asia (RETA) aims to connect like-minded practitioners in the field of Education and Special Needs in order to endorse their qualifications, recognise their contributions to the field, and build a supportive network of experts.As the Registrar, my duties include:~ Drawing up and maintaining the Code of Professional Conduct ~ Reviewing of membership applications~ Quality Assurance for renewal and upgrading of membership~ Ensuring opportunities for members to attain continuing professional development hours~ Creating awareness of RETA and monitoring of benefits and trends