RETA Stories
With 12 years of experience in Specific Learning Differences, Sharyfah is committed to empowering children with special educational needs through strengths-focused teaching and early intervention.
‘A few key pieces of advice from me to someone who has special educational needs or lives/works with people with special educational needs:
First, focus on strengths, not deficits – All people, including those with special needs, have strengths and things they excel at. Highlighting and building on those strengths will help them thrive.
Second, set realistic but challenging goals – Goals that are too easy will not motivate, but goals that seem impossible will be discouraging. Work with the individual to set goals at the “just right” level of challenge.
Third, provide plenty of encouragement, support, and patience – People with special needs may need more time, repetition, and encouragement to learn new things. Positive reinforcement goes a long way.
Fourth, foster independence as much as possible – Give opportunities for the individual to make choices, attempt tasks on their own, and solve problems independently. Independence builds self-esteem and self-confidence.
Finally, connect the individual with resources and support – There are many organisations, therapists, educators, and technologies that can help people with special needs learn and grow. Take advantage of these resources to supplement your efforts.
With the right combination of strengths-focused teaching, goal setting, encouragement, independence, and outside support, people with special educational needs can thrive and achieve more than what seems possible at first glance.”
The above are wise words of advice from Sharyfah, a Lead Educational Therapist at the Dyslexia Association of Singapore Limited (DAS) and a Fellow of the Register of Educational Therapists, Asia (RETA).
Sharyfah has 12 years of experience in the field of Specific Learning Differences (SpLD). She holds a Master’s in Special Educational Needs from the University of South Wales, United Kingdom and is currently pursuing her PhD in Philosophy at the Singapore University of Social Sciences.
Prior to joining DAS, Sharyfah had also worked with students with schizophrenia and mood disorders for a year.
Why the field of Specific Learning Differences? – Sharyfah has a passion for helping children reach their full potential. She wanted to make a difference for these children by providing the support, accommodations, and individualised teaching strategies they need to thrive. Every child deserves an education that meets their unique learning style and needs, and she feels honoured to play a small role in making that possible. Working with these amazing students and seeing them succeed brings her joy and fulfils her life’s purposev. She hopes to continue empowering children with learning differences for many years to come.
Being a RETA member has given Sharyfah access to a community of like-minded professionals, providing her a platform of professionals she can not only learn from, but collaborate with, too. The professional development opportunities offered by RETA have helped her stay up to date with the latest research and strategies for working with dyslexic children.
The membership platform has also given her credibility with parents who are looking for an educational therapist for their dyslexic child. Knowing that she meets RETA’s standards of training and experience provides parents with peace of mind that their child is getting the best possible care. Overall, RETA membership has connected her with resources and a network that has enriched her practice and allowed her to serve her students better.
When asked, “What is the one thing you would do to improve special education in your country?”
She shares,
If I had one thing I could do to improve special education in my country, it would be to increase funding and resources for early intervention programs for children with special needs.
The earlier we can identify and provide support for children with conditions like autism, dyslexia, and ADHD, the better their long-term outcomes. Early intervention therapies during a child’s formative years, from birth to age 5, can greatly impact their development and ability to learn. But too often, these programs are underfunded and have long waitlists. Parents struggle to get their children the assessments and therapies they need.
If I could change one thing, I would work to ensure that every child with special needs has access to high-quality early intervention programs, from occupational therapy to speech therapy to applied behaviour analysis.
With the proper support from a young age, many special needs children can thrive in mainstream classrooms and go on to lead independent and productive lives. So providing more funding and resources for early intervention would be a crucial first step towards improving outcomes for these kids and setting them up for success.”