Tuty’s journey with DAS began in 2010, and since then, she has played a crucial role as the Programme Manager for the Prep 2 PSLE Programme. This programme is specifically designed to support learners with dyslexia in effectively applying their knowledge during English examinations. Tuty’s responsibilities encompass a wide range of tasks, including overseeing curriculum development, providing teacher training, and evaluating classroom practices. In addition to her role at DAS, Tuty has also been a proud Fellow of the Register of Educational Therapists, Asia (RETA) since 2016. This prestigious membership allows her to constantly expand her knowledge and gain valuable insights by engaging with other experts and scholars in the field. Moreover, being a part of RETA opens up networking opportunities with esteemed professionals in the region and beyond.

Tuty’s passion for Specific Learning Differences (SpLD) was ignited during her time as an undergraduate student, more than 15 years ago, while she was involved in substitute teaching at MOE schools. It was during this period that she directly observed the difficulties faced by students in Primary 1 and 2 with ADHD and ASD in adapting to mainstream classrooms. At that time, awareness about SpLD was limited, and teachers were not equipped with the necessary training to effectively support these children. Inspired by what she saw, she conducted her research to learn about the various learning needs. Through this process, she realised that learners with SpLD require unique teaching methods and instructions, as their learning styles and information processing differ from their peers. Working with students with SpLD is not only fulfilling but also gratifying. This role allows her to create interventions tailored to each student’s specific needs. Seeing their progress and development firsthand is incredibly rewarding. Most importantly, supporting them in their journey of growth and overcoming obstacles together enriches both her professional and personal life profoundly.

In addition, she strongly emphasises that resilience is the key quality that individuals working in the field of Special Education must possess. The journey towards meeting the needs of individuals with SpLD is not always smooth sailing, with no perfect interventions or infallible methods. It involves a continuous process of trial and error, where certain strategies may succeed while others may not yield the desired results. Progress is often accompanied by occasional setbacks or moments of regression. Hence, embracing resilience entails being ready to adjust and revise plans whenever necessary, especially when certain approaches prove to be ineffective.

When inquired about the advice she would offer to individuals with special educational needs or those who interact with them, she emphasises the importance of having empathy. In her words,’ If you have someone in your life who has special needs, it is crucial to invest time in understanding their distinct challenges and experiences. Extend your support in a manner that upholds their independence and self-respect, refraining from imposing your own ideas. Foster open dialogues to explore ways in which you can be of assistance, or assure them of your availability whenever they require aid.’