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Are my fees protected by the Fee Protection Scheme (FPS)?

Yes, all the collected fees are protected by FPS.

The course fees are subject to 9% GST.

Tuition fees include payment for two semesters a year of teaching. It includes one set of text and workbooks per child per subject (where applicable). Tier 1 students also receive in-class therapy services: Occupational Therapy (OT) group, Speech Therapy (ST) group, and Social Emotional Learning. Some students will receive additional learning support if teachers recommend it. It also includes the FPS fees.

It does not include excursions fees, outdoor learning fees, uniforms, and other miscellaneous items as stated in the miscellaneous table on this page.

DIS is backed by the biggest therapy centre in Singapore. Our in-house therapists are involved in the school and provide on-the-spot and ongoing 360° wrap-around support. This ecosystem is essential for your child’s success. We are also a Cambridge School with weekly outdoor learning experiences. Our boutique size ensures every teacher knows every student and can offer immediate support. The secure, intimate campus means no child is “lost in the crowd.”

Payment is made in two instalments (one per semester). For more flexibility, families can use a UOB credit card for a 6- or 12-month instalment plan, which incurs additional credit card fees.

The refund schedule is stated in the Student Contract. Course registration may be cancelled prior to commencement: within 7 days of signing the contract – 100% refund; 90 days before – 100%; 30 days before – 10%. (Full sliding scale detailed in the Student Contract.)

We have a one-time enrolment fee of SGD 4,500. From time to time, promotions may reduce these fees.

Yes. As an EduTrust-certified school, we can sponsor a Student’s Pass.

Yes. Tier 1 includes group therapy: OT, ST, Social Emotional Learning, and learning support as needed.

Currently we do not offer these, but our Tier program differentiates pricing based on each child’s level of support.

All fee schedules are published on our website.

ADHD is a neuro-developmental disorder and its characteristics are:

  • Inattention
  • Impulsivity
  • Hyperactivity (not present in ADD)
  • Boys are more commonly affected by it. The estimate of prevalence in the United States is 5-10% of school aged children. The causes of ADHD are yet to be discovered but there are several theories that talk about biomedical, sensory-motor, genetic predisposition and chemical imbalance in the brain.

We can help in four different ways:

  • Diagnosis and Behavior Therapy
  • Remedial Teaching
  • Social Skills Training
  • Sensory Integrative Therapy


Diagnosis & Behavior Therapy

Our Educational Psychologists can assess your child to diagnose his condition. Furthermore, they can equip you with practical strategies to manage your child at home and at school.

Remedial Teaching

Remedial teaching is defined as Specialized instruction for students deviating from the expected norm.

At Dynamics Therapy Centre for Kids, we provide remedial teaching services by a special-ed teacher. It may help you child if he appears to be falling behind in his school performance.

Social Skills Training

We conduct social skills training, both one-on-one and in a group setting. Our social skill classes are conducted by a special education teacher and allow children to develop age-appropriate skills of interacting with their peers.

Sensory Integration Therapy

Inattention is caused by the childrens inability to block stimulation that is not relevant to the task at hand. They attend to everything; all stimuli impinge on their senses with equal potency. This causes them to be distracted by the stimulation arriving from their environment (sounds, sights, thoughts etc), and prevent them from paying attention to the task at hand. This is similar to what occupational therapist will call a Sensory Modulation Dysfunction (SMD), where the child has difficulties to organize the degree, intensity, and nature of response to sensory input in a graded and adaptive manner. Sensory Modulation Dysfunction can cause emotional problems as well as attentional problems such as distractibility, impulsivity, disorganization and hyperactivity. mechanism.

Sensory Integrative Therapy provides a potential intervention for ADD/ADHD children without medication.

To modulate is to regulate or adjust to a certain level: To tone down, to adapt to the circumstances On the behavioral level, modulation refers to responses that match the demands and expectations of the environment. Inadequate modulation may result in problems in the following:

  • Modulation of sensory input
  • Filtering of sensation
  • Attending only to relevant stimuli
  • Maintaining optimal level of arousal
  • Maintaining attention to task

 

Sensory modulation may be manifested in:

  • Distractibility
  • Impulsiveness
  • Increased activity level
  • Disorganization
  • Anxiety
  • Poor regulation
  • Some children will develop inattention which is secondary to a learning disability. These children may become frustrated from academic tasks and they become inattentive as task avoidance

Dyslexia is a type of specific learning difficulty. A child with dyslexia may find reading, spelling and writing difficult, even though he may appear to be very able in other areas. These difficulties are caused by brain differences. This means that your childs difficulties have nothing to do with the way the child is taught, or parenting style, as this is biological.

The difference in the brain makes it more difficult for the child to process information for sounds in language. Therefore, it may take your child a longer time to recognize sounds, and to understand instructions said to him.

Dyslexics have poor phonological awareness, meaning they may find rhymes difficult. They also find it difficult to learn the sounds of the alphabet, and to use this knowledge to help them read or write. Many dyslexics have poor working memory, and so they find that verbal information such as spoken words are quickly forgotten.

Sometimes, dyslexia is accompanied with poor attention and speech and language development. Saying that, no two dyslexic children are the same. Some may find reading very difficult, some may find it easier, but they read slower. Some have problems with just writing.

Some languages are more difficult for dyslexics than others, and English words are considered to be more challenging for dyslexics, because the spelling is more irregular than for example, Spanish.

While dyslexia will make school more difficult for the child, there is a lot that we can do to help. At the end of the day, we must always remember that every child can learn. Research shows that most dyslexics will learn to read and write.

Some dyslexics can become highly successful. The way the dyslexic brain thinks may be different, and in some cases, this is an advantage. By providing your child with the education they need, the child is more likely to reach their potential.

With appropriate help from specialist teachers and using strategies, the effects of dyslexia can be largely overcome. Research also shows that the differences in the brain can also be overcome with teaching.

At Dynamics Therapy Centre for Kids, we provide dyslexia remediation services as well as speech therapy suitable for children with dyslexia.

Educational Therapy is defined as Specialized instruction for students deviating from the expected norm. At Dynamics Therapy Centre for Kids, we provide remedial teaching services by a special-ed teacher. Such services supplement our speech and occupational therapy services and are equally helpful for special needs children as well as any child which appears to be falling behind in his school performance.

Cynthia is a Speech and Language Therapy Assistant at DIS, driven by a strong passion for supporting children’s development. She leads social skills classes and supports children in developing their speech, language, and communication abilities. Working closely with APHC-registered therapists, Cynthia helps deliver engaging, child-centred sessions that build children’s confidence and communication skills.
She graduated with Distinction from Singapore Management University in 2025 with a Bachelor of Social Science (Psychology). Through her studies in developmental psychology and her experience in educational and paediatric therapy settings, she has developed a strong understanding of children’s learning, communication, and social-emotional development.

Education
  • Bachelor of Social Science, Singapore Management University

Dorcas is an Occupational Therapy Assistant with a strong passion for pediatrics. She graduated from Monash University with a Bachelor of Occupational Therapy (Honours), and her dedication to the profession was recognised when she received the ‘Rising Star Award’ in 2021.

Prior to joining DIS, Dorcas balanced a diverse senior position in private pediatric practice and the education sector in Melbourne. She specialised in supporting neurodiverse children (aged 0-16) and their families, as well as children presenting with complex developmental needs. Dorcas has also completed a range of professional development, such as Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach, Learn to Play Therapy, Mobility and Accessibility for Children in Australia (MACA), and fussy eating program.

Dorcas is passionate about taking a creative and fun approach to support children in developing new skills and achieving their goals. She is also a strong advocate for evidence-based practice, in addition to supporting children and their families through a collaborative and holistic approach.
 
Education
  • Bachelor of Occupational Therapy (Honours), Monash University (AUS)

With more than 10 years of dedicated experience working with students with special needs, a bachelor’s degree in Psychology and Postgraduate Diploma in Special Needs, Hidayah brings a rich reservoir of knowledge and expertise. Throughout her career, she has developed a profound understanding of the intricate connection between creativity and cognitive development. At Dynamics, she teaches lower primary Mathematics and Inquiry Milepost 2. She also plans and coordinates a wide range of extracurricular activities, including holiday programmes.

Guided by a philosophy firmly rooted in the belief that every child possesses the potential for excellence when equipped with the right tools and support, she has become a stalwart advocate for their success. Embracing an activity-based teaching methodology, she is committed to crafting dynamic and engaging learning environments that nurture growth and development. Her approach is centered on creating a space where each child can thrive, reflecting her dedication to providing meaningful tools and support for their journey.

Her ultimate goal is to build a community that not only understands but also embraces and supports individuals with special needs.

Education

  • Bachelor of Art (Psychology), James Cook University (Singapore)
  • Certificate of Autism, Autism Resource Center (Singapore)
  • Postgraduate Diploma in Special Needs, Aventis Graduate School (Singapore)

Amirah is a Teaching Assistant at DIS, where she supports class teachers with lesson preparation and behavioural management under the guidance of lead teachers. She also provides shadow support to students as needed and ensures the safety of students during school bus transitions. Prior to joining DIS, Amirah worked as a Teacher Aide at APSN Chaoyang School, where she assisted in managing students with Mild Intellectual Disabilities (MID), Autism, and other developmental disabilities, both in the classroom and in community-based activities. She also helped prepare instructional materials and supported the implementation of school-wide educational and recreational programmes.

Education

  • Bachelor of Communication, Singapore University of Social Sciences (Pursuing)
  • Diploma in Care & Programme (Student Services & Coaching), Ngee Ann Polytechnic

Dr. Ori is a Singapore-based educator and entrepreneur who brings a unique blend of academic expertise and innovative thinking to education. As a former Assistant Professor at Singapore Management University, he understands the importance of evidence-based teaching methods and individualised learning approaches, principles that now guide his leadership at Dynamics International School.

His journey from university lecturer to special education advocate reflects a deep commitment to ensuring every learner, regardless of ability, receives world-class education. Dr. Ori believes breakthrough results come from raising standards, not lowering them, a philosophy that permeates every aspect of DIS’s approach to special education.

Dr. Ori’s ventures span education technology, healthcare software, and therapy services, all unified by one mission: empowering individuals with special needs not just to cope, but to thrive beyond traditional expectations.

At Dynamics Therapy Group and Dynamics International School, Dr. Ori champions an integrated model where education and therapy work seamlessly together. He leverages his technical expertise in AI and data-driven solutions not to replace human connection, but to enhance how educators and therapists understand each student’s unique learning profile and track meaningful, measurable progress.

Education

  • Doctor of Philosophy (PhD) in Computer Science, The Hebrew University of Jerusalem
  • Master of Science in Computer Science, The Hebrew University of Jerusalem
  • Bachelor of Science in Computer Science & Mathematics, The Hebrew University of Jerusalem

Yael Sasson – School Manager & Co-Founder, Dynamics International School

“The experts said ‘never.’ We specialize in ‘watch this.’”

Yael Sasson is a pioneering occupational therapist, school leader, and parent advocate whose 20-year mission has been to ensure no child falls between the cracks of therapy and education. As Co-Founder of Dynamics International School (DIS) and Founding Clinical Director of Dynamics Therapy Group, Yael has personally helped more than 500 families unlock progress where others saw only barriers.

A parent of a child with special needs herself, Yael brings deep empathy and clinical expertise to every decision. Her personal journey led her to ask a fundamental question: Why should children have to choose between therapy and education when they need both? That belief inspired her to co-found DIS, Singapore’s first school fully built around the integration of therapeutic support and academic learning.

Yael is one of the few SIPT-certified practitioners in Singapore and holds advanced training in Sensory Integration. She is widely recognised for her success in complex cases, from helping selectively mute children find their voice to supporting learners with syndromes in developing life-changing self-regulation and independence.

Yael began her clinical career in Singapore at the Institute of Mental Health – Child Guidance Clinic, gaining rare experience with children facing unique neurological, genetic, and behavioural challenges.

Currently pursuing her PhD in Educational Psychology, Yael’s research focuses on improving assessment pathways for children with diverse needs because she understands personally how vital it is for families to receive clear, timely, and actionable answers.

Her work reflects DIS’s core values: Superpower Discovery, Excellence in Education, Innovation, Growth Mindset, Integrity, and an unwavering “I Can Do It” spirit.

Education

  • Doctor of Philosophy (PhD) in Educational Psychology, Walden University (in progress)
  • M.Ed. in Educational Psychology, Walden University
    BSc in Occupational Therapy, Tel Aviv University
  • BA in Psychology & Economics (Dual Degree), Tel Aviv University
  • SIPT Certification (Sensory Integration and Praxis Test)

Shauqi is an experienced educator with a passion for helping students with diverse learning needs thrive. At DIS, he teaches the Functional Curriculum, guiding learners in building practical life skills alongside their academic and therapeutic goals. He works closely with teachers and therapists to ensure each child receives personalised support in a safe and inclusive environment.

His experience includes roles at Rainbow Centre in Singapore and Blackwood Outdoor Specialist School in Australia, where he supported students with complex needs through tailored learning strategies. Shauqi also founded the Environmental Learning Initiative and previously worked with ACRES Singapore to design educational programmes that nurture empathy and responsibility. With a degree in Outdoor Education from La Trobe University, he brings creativity, resilience, and a strengths-based approach to every classroom.

Education

  • Bachelor of Outdoor Education, La Trobe University
  • Diploma in Journalism, British College of Journalism

Samantha is a passionate educator dedicated to nurturing early literacy and holistic development in young learners. She has extensive experience working with children across mainstream and special education settings, with a particular focus on supporting students with autism, ADHD, global developmental delays, and speech and language challenges.

At DIS, Samantha provides early intervention and designs inclusive, engaging learning environments where every child can thrive. She is skilled in developing and delivering Individualised Education Plans (IEPs), planning group lessons that build language and social skills, and collaborating closely with therapists and parents to ensure consistent support.

Prior to joining DIS, Samantha taught at Living Sanctuary Kindergarten, where she led a K1 class of 25 children, integrating differentiated instruction and inquiry-based learning. She has also taught language and literacy enrichment, creative writing, and children’s literature classes, and conducted small-group reading support through the English Language Support Programme.

Guided by the belief that every child has unique strengths, Samantha strives to inspire a love for learning and to provide each student with the tools, confidence, and encouragement they need to succeed both academically and socially.

Education

  • Bachelor of Early Childhood Education, Monash University
  • Diploma in Early Childhood Studies, Temasek Polytechnic, NIEC

Rona is a dedicated educator with over ten years of experience in teaching and a passionate advocate for individuals with special needs. She holds a Bachelor’s Degree in LIACOM (Liberal Arts and Commerce) and further pursued her studies in Education. Her excellence was recognized when she was awarded The Most Outstanding Graduate upon completing her Diploma in Special Education.

With a strong foundation in Discrete Trial Teaching and the Behavior Modification Approach, Rona effectively applies these methods in both classroom and one-on-one settings. She also integrates Montessori methods into her teaching style, promoting hands-on learning, independence, and individualised instruction to meet the diverse needs of her students.

Rona views teaching learners with special needs and supporting their families as her lifelong vision and mission, that motivates her to work with dedication, empathy, and purpose.

Education

  • Bachelor’s Degree in Arts and Sciences in LIACOM with concentration in English and Marketing, University of San Jose Recoletos, Philippines
  • Diploma in Proficiency of Education, Cebu Technological University
  • Diploma in Special Education, Awarded Most Outstanding Graduate, Cebu Technological University

Priya brings over 15 years of dedicated experience in the disability sector, specialising in early intervention and inclusive education. She is extensively trained in a range of evidence-based early intervention modalities, including Routine-Based Intervention, Activity-Based Intervention, ECHO, and the Collaborative Intervention Model.

A strong advocate of family-centred practices and the Whole Child Approach, Priya has worked closely with families to ensure holistic support for children’s developmental needs. Her professional collaborations span various organisations, including the Early Childhood Development Agency (ECDA) and the Ministry of Social and Family Development (MSF), reflecting her commitment to advancing quality services in the sector.

Priya’s solid academic and professional foundation further strengthens her practice. She has further enhanced her leadership and mentoring skills through Mentor Coaching and The Key Worker Workshop.

With her deep knowledge, compassionate approach, and strong belief in collaborative partnerships, Priya continues to make a lasting impact in the lives of children with diverse needs and their families.

Education

  • Bachelor of Arts English Language and Literature Studies
  • Advanced Diploma in Early Childhood Intervention (Special Needs)
  • Ngee Ann Polytechnic Certificate in Special Education
  • Flinders Diploma in Psychology
  • EIPIC Preparatory Programme for Teachers (Multiple Disability)
  • Certificate in Autism 

Precious Nakpil-Lai is an experienced educator with over 25 years in teaching and supporting children with diverse learning and developmental needs. She has a strong foundation in Applied Behaviour Analysis (ABA) and has taught English, Music, Speech and Drama, and Art. At Dynamics, she previously served as an ABA assistant and subject teacher, and currently works in the Early Intervention Programme for children aged 3 to 6. She also conducts Art Therapy sessions designed for children with special needs, combining her passion for education with her creativity as a prolific artist and certified Art Therapy Practitioner.

Holding a Master’s degree in Education, Precious is committed to evidence-based practices and continuous professional development. She actively seeks the latest strategies in instruction and behaviour management, ensuring her students receive the highest quality support. Her teaching blends skill-building with creative expression, inspiring children to grow academically, socially, and emotionally.

Education

  • Bachelor’s Degree in Elementary Education
  • Master of Arts in Education (Major in Special Education), University of the Philippines
  • Certified Autism Specialist-IBCCES
  • Art Therapy Practitioner
  • Certificate in Basic Sign Language, Philippines Registry of Interpreters for the Deaf
  • TESOL Certification (Teaching English to Speakers of Other Languages), International TESOL Accreditation Authority

Teacher Patrice is our dedicated Speech and Language Therapy Assistant at DIS, leading social skills classes and helping students strengthen their communication, speech, and language abilities. With over eight years’ experience in clinical and school settings, she has a passion for working with pediatric and adolescent learners, especially those who are neurodiverse.

Working closely with our AHPC-registered therapists, Teacher Pat ensures every session is engaging, individualised, and goal-driven. She is also on the path to becoming an AHPC-registered professional herself.

For Teacher Pat, nothing is more rewarding than seeing a student speak a new word, join a conversation, or radiate new confidence. She is a committed advocate for helping every child reach their fullest communicative potential, one word and one conversation at a time.

Education

  • Bachelor of Science in Speech and Language Pathology, Cebu Doctors’ University
  • PROMPT Level 1 Trained-Therapist
  • Developmental Play Level 1 Trained-Therapist

MC is the Head of Therapy Support Services and the Early Intervention Programme at Dynamics. A Special Education professional with over 15 years of experience, she has worked with students from preschool to secondary levels, supporting a wide range of learning and developmental needs.

Her expertise includes IEP goal setting, differentiated instruction, behaviour management (ABA Trained), and skills-based training. She is experienced in communication supports such as PECS and AAC tools (e.g., Proloquo2Go), and is also trained in DIR Floortime approach. Certified in First Aid and CPR for infants and children, MC is additionally accredited as a Certified Autism Specialist by IBCCES.

In her leadership role, she works closely with teachers and therapists to align therapy recommendations with students’ IEP goals. MC ensures smooth referrals and priority access to therapy support, empowering students to succeed in class and achieve their fullest potential.

Education

  • Master of Arts in Education, Major in Special Education, University of the Philippines and Miriam College Graduate School
  • Bachelor of Arts in Psychology, De La Salle University
  • Bachelor of Science, Major in Nursing (36 units), Arellano University Philippines – Alderson Broaddus University West Virginia, USA
  • Certified Autism Specialist – accredited by International Board of Credentialing and Continuing Education Standards

Kaylene is an experienced educator with a Bachelor’s degree in Special Needs Education. She currently serves as an early years Homeroom Teacher at DIS, where she is dedicated to supporting each child’s growth, development, and confidence. Prior to this role, Kaylene gained valuable experience in the Dynamics Early Intervention Programme, working closely with young children to support early learning and developmental milestones. She believes that every child has the potential to thrive when provided with the right guidance, encouragement, and opportunities. Kaylene is passionate about creating a safe, inclusive, and engaging learning environment where children feel valued, inspired, and empowered to explore, learn, and reach their full potential. 

Education

  • Bachelor of Special Needs Education, Mariano Marcos State University 

Juliette is an Occupational Therapist Assistant and Teacher Assistant at DIS. She holds a French State Diploma in Occupational Therapy from the University Hospital of Toulouse, France. Since graduating in 2020, she has worked in various settings in France, including adult obesity support, neurorehabilitation for people with brain injuries, and a vocational integration centre for adults and young adults with diverse physical, psychological, and cognitive disabilities. She also completed multiple placements focused on children with specific needs. Known for her creativity and her ability to keep a “child’s spirit” alive, Juliette designs playful and imaginative activities with the right level of challenge. She believes that when children feel safe, engaged, and supported in a stimulating environment, they are more motivated to participate and achieve their potential in their therapy and learning.

Education

  • State Diploma in Occupational Therapy, Institute of Occupational Therapy, Toulouse University Hospital

Alesha holds a Master’s degree in Education (Special Education) and has nine years of teaching experience, including five years in early childhood education and four years at Dynamics International School. At Dynamics, she serves as Head of the International Primary Curriculum and Mathematics and as Lead Teacher, overseeing curriculum development, teacher mentoring, and instructional practice. With expertise in differentiated instruction and inclusive pedagogy, Alesha is committed to fostering academic achievement, resilience, and confidence in students while collaborating with colleagues and parents to maintain a supportive, high-quality learning environment.

Education

  • Master of Education (Special Education), Nanyang Technological University
  • Bachelor of Science (Banking and Finance), University of London
  • Professional Diploma in Early Childhood Care and Education, KLCC 
  • Diploma in Civil Structural Engineering, Singapore Polytechnic

Marian is an Occupational Therapy Assistant with over two years of experience, specialising in supporting children with special needs. She holds a degree in Occupational Therapy from Perdana University, Malaysia, and has received training in Ayres Sensory Integration (CLASI). Before working at DIS, Marian worked with children ranging in age from 1 to 18 years old in both educational and clinical settings, supporting them in areas such as self-regulation, school participation, self-help skills, and many more. Marian firmly believes that all children have the potential to thrive when given the right support and the opportunity to flourish.

Education

  • Bachelor of Science (Honours) in Occupational Therapy, Perdana University
  • Certification in Ayres Sensory Integration (CLASI)

Denis Cadogan is the Grade 7 and 8 homeroom teacher, specialising in the subject of English and also teaching Speech & Drama. He holds a Media and Broadcasting degree from the University of Westminster, London, as well as a Masters in Teaching English to Multi-lingual learners from Moreland University, Washington, DC. Prior to working at DIS, he had previously been a private courses and YL trainer with the British Council Singapore, and has previously worked in various education roles and with a range of students in a number of countries including Japan, China, Australia and New Zealand. He believes in student-centred approaches and encourages student focus and independence, presenting an approachable presence to students of all ages. He likes to extend this in a classroom setting in giving each participant a chance to shine.

Education

  • Masters in Teaching Multi-lingual Students, Moreland University (USA)
  • Bachelor of Arts in Media and broadcasting, University of Westminster (UK)
  • CELTA adult teaching certification (UCC, EU)

Yvonne is a dedicated educator with 16 years of experience in the education sector, including 10 years in special education. She has worked extensively with children from Primary 1 to Primary 5, tailoring her teaching to meet the diverse needs and abilities of each learner. Passionate about empowering students, Yvonne creates inclusive, engaging, and supportive learning environments where every child feels valued and encouraged to succeed. Her approach combines evidence-based strategies with creative, hands-on activities to make learning meaningful and enjoyable. Yvonne believes in working closely with families, colleagues, therapists and the wider community to foster strong partnerships that support holistic student development. Yvonne believes that every child possesses unique strengths and potential, and she is committed to helping them thrive academically, socially, and personally.

Education

  • Diploma in Special Education, National Institute of Education (NIE), Nanyang Technological University
  • Certificate in Autism, Autism Resource Centre (Singapore)
  • Bachelor of Science in Psychology, SIM University

Neelam brings more than twenty-five years of experience in the Education sector, teaching children across various groups from Nursery to Secondary levels, including those with neurodivergent capabilities. She co-teaches English, Mathematics and Science across Grades 2 to 8 in DIS.

Neelam has experience working in leading international schools, with various therapists and parents to provide children with the requisite support to help them maximise their learning. Her dedication to the craft of teaching has helped her to enable students to bloom into confident, dynamic and driven individuals.

By imparting her knowledge and experience in the areas of teaching and parenting, she is able to create visible, long-lasting impact, based on the good working relations she develops with parents. She is a firm believer that every child is unique in their own way, and can be nurtured to bring out their best potential in their pursuits across various areas.

Education

  • Master of Arts in Literature, Delhi University
  • Bachelor of Arts, Delhi University
  • WSQ Diploma in Early Childhood Education, SEED Institute (Singapore)

Divya is the Head of Functional Curriculum and Lead Special Education Teacher at DIS, with over 11 years’ experience in international and private education. She has worked extensively with neurodiverse learners from Year 2 to Year 9, supporting their development in academics, IMYC/IPC curricula, and social-emotional learning. Her career began as a tuition teacher, and her passion for inclusive education has shaped her approach to meeting the individual needs of each student. She is committed to creating an empowering environment that nurtures both academic achievement and emotional well-being. While holding a Certificate in Special Education, Divya is currently pursuing a Master’s in Special and Inclusive Education, further enhancing her expertise in strategies and interventions for diverse learners. She believes in fostering confidence, independence, and a love of learning, ensuring students feel supported and capable of reaching their full potential.

Education

  • Master’s in Special and Inclusive Education, University of Newcastle (pursuing)
  • Graduate Certificate in Special and Inclusive Education, University of Newcastle (pursuing)
  • Certificate in Special Education, College of Allied Educators
  • Bachelor of Science in Banking and Finance, University of London

Ms. Poh Lin has over eight years of experience working with children from nursery to Primary 6, including those with special needs, across both Singapore and Malaysia.

Her passion for working with children with diverse needs developed through her years of hands-on experience in inclusive classrooms. She finds joy in growing alongside her students, believing that every child can learn and thrive when supported at their own pace and in a way that suits their learning style.

Ms. Poh Lin is experienced in facilitating inquiry-based learning through the primary curriculum, guiding students to explore across various subjects through questioning, investigation, and reflection. She values meaningful, student-led learning experiences that foster curiosity, confidence, and independence.

She also hopes to see education become more inclusive, with early intervention support more accessible to families in the wider community.

Education

  • Bachelor of Psychology (Hons), International Medical University
  • Master of Education, Educational Psychology, University of Malaya

Dennis is a Special Education Teacher with over three years of experience supporting neurodiverse individuals across ages of 2 to 22, backed by a solid foundation in behavioral and therapeutic support across classrooms and therapy settings. At DIS, he is a homeroom teacher for Grades 3 and 4 and teaches Mathematics and Science. His areas of specialisation includes working with neurodivergent students through individualised, student-centred approaches that emphasise emotional safety, communication, and consistency. With professional experience in behavioral therapy, child-centred interventions, and inclusion support, he believes in fostering strong relationships, collaborating closely with families, and honouring each student’s dignity and potential.

Education

  • Bachelors Degree (Honours) in Psychological Science, Flinders-HELP University 

Nikko is a passionate international educator and senior school leader with over 20 years of experience, including a decade in international schools and programmes across Singapore and Taiwan. As Deputy Head of School, she brings expertise in international curriculum, school transformation, EduTrust/ERF quality assurance, and Study Abroad initiatives. A lifelong learner herself, Nikko actively explores global curricula and international learning opportunities to help students discover their passions and thrive. Her experience includes implementing IB, Cambridge and Common Core programmes, as well as organising unique global learning experiences in the USA, UK, Canada, Russia, Tanzania, and Taiwan. At the heart of Nikko’s educational philosophy is a strong belief in nurturing each student’s potential in a supportive and inspiring school environment. 

Education

  • PhD in Education, University of Exeter (UK)
  • Master of Science in Educational Research, University of Exeter (UK)
  • Master of Science in TESOL, Secondary Education and Teaching, University of Stirling (Scotland)

Ann brings over 25 years of global leadership experience across education, public policy, private, and non-profit sectors. As Head of School and CEO of Dynamics Group of Companies, she leads a therapy-integrated education ecosystem supporting neurodiverse learners. Building on her formal training in Applied Neuroscience, Ann is deeply committed to advancing understanding of neurodiversity in education. She also serves as the School’s Designated Safeguarding Lead, ensuring the highest standards of child protection and wellbeing, and is currently training as a counsellor and psychotherapist to further strengthen the school’s holistic approach to student care.

Previously, she was CEO of a K-12 international school in Singapore and advised the Varkey Foundation, the philanthropic arm of GEMS Education Group. Ann held senior political roles in the Obama Administration and the U.S. Senate, and has worked across Washington DC, Australia, Singapore, and the Philippines in education, law, politics, and international development. Known for her systems thinking and passion for inclusive education, Ann blends strategic insight with a deeply personal commitment to building schools where every learner’s “superpower” is nurtured and celebrated.

Education

  • Master of Science in Applied Neuroscience (Dean’s Award), King’s College London (UK)
  • Master of Counseling, Monash University (AUS) (pursuing)
  • Senior Executive Fellow, Harvard Kennedy School (USA)
  • Juris Doctor, Washburn University School of Law (USA)
  • Bachelor of Arts in History, University of Iowa (USA)