From lived experience to expertise: Parents of neurodivergent kids get trained in special education

“These figures indicate growing demand for training that helps adults better understand and support children with learning and developmental needs,” said the spokeswoman.

She added that as the academy does not consistently record parental status across all its programmes, it cannot attribute the growing demand specifically to parents. But it has seen parents progressing from shorter courses to more advanced qualifications.

Other institutions like the Autism Resource Centre (Singapore) Learning Academy also offer a range of foundational and more targeted autism-related training courses. Stephenie Khoo, the centre’s deputy executive director, told ST that they continue to see a steady demand for more than 3,000 training opportunities.

“Over the years, we have observed growing interest from caregivers in deepening their understanding of autism and learning strategies to support their child,” she said, adding that this comes amid higher awareness of autism and greater availability of online learning resources.

Putting what was learnt into practice

Poh’s master’s course helped her understand the specific learning challenges her son faced and how to better help him.

For example, she learnt that beyond a child’s IQ, other aspects like working memory and processing speed also affect the ability to pick up mathematical skills.

“So now that I understand this… I know that he’s not being forgetful or inattentive. It is difficult for him to remember things and his processing is slower, so you have to be patient and give him time,” she said.

Poh also read research evidence that strongly points to early vocational training and daily living skills as being more important in helping SEN children be independent and gainfully employed. This, she said, changed her priorities.

Quoting Temple Grandin, a well known autistic scientist, author and speaker, she said: “Teach the independence and work skills first, and the studies can come later when they know what they want to learn.”

Poh hopes children with SEN will have the option of pursuing further studies through continuing education and professional certification after entering the workforce.

She will become a teacher at a special education school in January 2027, after she graduates.

Another parent, Tina Tan, 51, has also taken up special needs education to bolster her lived experience of supporting her 22-year-old son who has autism, attention deficit hyperactivity disorder (ADHD) and dyslexia.

The trained social worker and mother of three boys has been supporting other families facing similar challenges with raising children who have special needs.

She first conducted parent training and workshops on a freelance basis, and even co-wrote a course on ADHD with the DAS Academy.

Tan also volunteers with a parent support group for ADHD, and is a member of COMmunity and PArents in Support of Schools, or COMPASS, an advisory council established by the Education Ministry to strengthen collaborations between schools, homes, and communities.

“No one questioned my work because of my lived experience, but I wanted proper training so I knew I was backed by science and research,” she said.

In 2024, she began a social enterprise – Shed Training and Consultancy – which is focused on ADHD and mental health inclusion.

She graduated from the DAS Academy in September 2026, with a master’s degree in SEN and applied learning needs, a course she started in 2023.

Tan is now able to turn dense research into simple, practical advice for parents who feel lost.

“You don’t need a master’s degree to be a good parent. But when you mix real empathy with real knowledge, you can guide other parents so they don’t fall into the same traps,” she said.