Priya has worked with various children with special needs in both early
intervention setting and mainstream primary school setting between
2 to 12 years of age, with the following conditions:
Intellectual Disability (ID)
Autism Spectrum Disorder (ASD)
Attention Deficit and Hyperactivity Disorder (ADHD)
Attention Deficit Disorder (ADD)
Training & Qualifications
Discrete Trial Training (DTT)
Functional Behavioural Assessment (FBA)
Bachelor of Psychological Science from James Cook University
Post Graduate Diploma in Special Needs Education from the College of Allied Educators
Certificate of Performance in Understanding & Supporting SEN: ADHD and Autism from Ngee Ann Polytechnic
Early Intervention Teacher
Priya graduated with a Bachelor of Psychological Science from James Cook University and later furthered her studies with the Post Graduate Diploma in Special Needs Education from the College of Allied Educators. She is a passionate Early Intervention Teacher who has worked with children with special needs in both the early intervention and mainstream settings. Prior to that, she has also taught children privately as a tutor, where she helped children learn academic concepts using different strategies. During her teaching, she also incorporates age-appropriate strategies and tools to provide behavioural intervention for her students, who come from both Special Education schools and mainstream schools.
Priya's passion for Special Education and life-long learning has propelled her to continuously upgrade herself through courses and she has thus familiarity with ABA style teaching, Functional Behavioural Analysis (FBA) and Discrete Trial Training (DTT) methods, which she has had the chance to practice with in both her current and previous work experiences. Her Degree in Psychology, Post Graduate Diploma in Special Needs Education and past work experience equips her with the knowledge and skills to work with children with various learning and behavioural needs.
Priya is a believer in positive behaviour management strategies and child-led learning to empower her students to feel a sense of belonging with lessened anxiety, as she believes that a confident child is key to enable them to reach their maximum potential.