About Us

Registrar, Register of Educational Therapists (Asia)
Deputy Director, Staff Professional Development
Lead Educational Therapist

Sujatha Nair joined the DAS in June 2006 as an Educational Therapist and brings over 15 years of experience in the field of Specific Learning Differences (SpLD). She holds a Master’s in Education and currently serves as the Deputy Director for Staff Professional Development, as well as the Lead Educational Therapist within the English Language and Literacy Division. Additionally, she is a Fellow of the Register of Educational Therapists (Asia). Over the course of her career, Sujatha has held several key positions, including Centre Manager, Resources Manager, and leader of the Educational Advisory team. She is deeply committed to fostering a harmonious and supportive environment that enables learners with dyslexia, and those who assist them, to thrive.

“Success is not final; failure is not fatal: It is the courage to continue that count.” – Winston Churchill

Advisor, Register of Educational Therapists (Asia)
Director, SpLD Assessment Services, English Language and Literacy Division & Staff Professional Development
APJDD Executive Editor, Dyslexia Association of Singapore
DAS Academy Academic & Examination Board Member

Geetha Shantha Ram joined the Dyslexia Association of Singapore (DAS) in 2004. Since 2013, she holds the position of Director of the English Language and Literacy (ELL) Division. In her capacity as Director, Geetha has played a key role in enhancing the ELL Programmes, which include the Main Literacy Programme (MLP), through the implementation of the Essential Literacy Approach and the integration of the MLP curriculum. Geetha is committed to providing targeted support for students with specific needs, which led her to develop two additional programmes: iReaCH, which offers higher-order skills intervention, and iStudySmart(TM), which guides upper secondary and post-secondary students in developing critical executive functioning and study skills.

Her oversight extends to the SpLD Assessment Services and Staff Professional Development division, where she has been instrumental in developing professional pathways and ensuring quality assurance of all educational efforts. Geetha also serves as the head of the DAS Research Committee and is the Registrar of the Register of Educational therapists (Asia) (RETA).

Prior to her current role as Director, Geetha served as Assistant Director of the DAS Academy and continues to share her expertise by presenting at various local and international conferences.

Geetha holds a Doctorate in Education, a Masters in English, and a Post Graduate Certificate in Learning and Teaching in Higher Education (Distinction). Her recent research explores twice-exceptionality – the coexistence of giftedness and learning disabilities, which acknowledges the strengths and immense potential of learners with learning differences. With almost two decades of experience supporting individuals with dyslexia, Geetha is dedicated to providing high-quality services that redefine their potential and encourage them to appreciate their unique abilities.

Advisor, Register of Educational Therapists (Asia)
APJDD Editor-in -Chief, Dyslexia Association of Singapore
DAS Academy Academic & Examination Board Member

Angela is a leading international researcher into dyslexia and other learning differences, with a range of theoretical and applied contributions. Angela is now Emeritus professor at Swansea University, following her retirement in January 2011 and also holds an honourary professorship at Sheffield University. She was awarded a 2-year Leverulme Emeritus fellowship until September 2013, to complete her research projects in Wales. She is one of the co-authors of the Dyslexia Screening Test (DST) and her recent visit to India in July 2012 to lecture at the World Education Summit generated 45 articles in the press on the launch of the DST-J India.

Advisor, Register of Educational Therapists (Asia)
Professional Development Coordinator, PATOSS
[Professional Association Of Teachers Of Students with Specific Learning Difficulties]

Kevin Smith is a committed professional in dyslexia and special education, reflecting his passion for supporting individuals with learning differences. Diagnosed with dyslexia at seven, he attended Frewen College, a specialised boarding school for dyslexic boys, which sparked his lifelong dedication to helping others with similar challenges.

Kevin earned a BA in Law and History before pursuing further education in special education. He holds teaching qualifications in both Higher and Further Education, showcasing his versatility. His academic achievements include a Master’s Degree in Dyslexia Studies, with research on the Orton-Gillingham approach as adapted by the Dyslexia Association of Singapore (DAS) teachers, and a Postgraduate Diploma in Assessing Students with Specific Learning Differences (SpLD). His PhD research explored the influence of learning study skills and assistive technology on the attributional style of dyslexic secondary school learners in Singapore.

Kevin’s teaching career began in Further Education, working in colleges across London and Luton, before becoming Director of Training at DAS, where he developed and implemented educational programmes for dyslexic students. He also contributed significantly to Higher Education as a course leader for a Master’s Degree in Specific Learning Difficulties and delivered the OCR Level Five Certificate in SpLD teaching with Partners In Education. At Westminster School, he supported high-achieving dyslexic students as a study skills teacher.

Currently, Kevin is the Continuing Professional Development (CPD) Programme Coordinator for PATOSS, where he develops training programmes to keep educators and specialists updated with the latest dyslexia research and practices. He also serves as an Academic Success Coach at the University of Bedfordshire, continuing to mentor and support students. Kevin’s extensive experience and deep understanding of dyslexia make him a respected figure dedicated to improving educational outcomes for students with learning differences.