Rainbow Centre Training & Consultancy
As the capability building arm of Rainbow Centre, RCTC partners organisations, communities, and individuals to co-create inclusive and person-centred mindset, practices, and services to empower persons with disabilities to thrive in an inclusive community.
What We Do
We run public or customised workshops in disability awareness and support strategies for families, volunteers, befrienders and the general public to enhance the quality of life and social inclusion for persons with disabilities.
We build capabilities of professionals such as educators, allied professionals, coaches, social workers, and care workers by equipping them with deep skills to work with persons with disabilities and their families to achieve person-centred outcomes.
We provide consultancy and customised training to help organisations better serve and include persons with disabilities. They may be your clients, colleagues, or as members of the community.
Our Learning Pedagogy
Our workshops are designed using the Task-Based Learning Cycle for learning to be immersive and experiential. At the start of every workshop, learners are presented with a task, normally in the form of an authentic and customised case scenario that overarches specific learning outcomes. Learners undergo a task cycle process, involving task management using their prior knowledge, reporting their findings back to the class, receiving feedback and input from peers and trainers, and finally, task performance and output using what they have learnt in the task cycle process.
Our Organisation Capability Development Approach
In our work with organisations to develop capabilities to better serve persons with disabilities, we take a consultative approach to understand their needs. Customised learning solutions are then proposed to meet these needs, which may be in the form of consultancy services and/or customised workshops. Our consultants and trainers work closely with key organisation stakeholders to implement learning solutions to translate these into workplace practices. Impact of learning is evaluated after the implementation of solutions to determine if organisation needs are met and how we can provide further support.
Binu Ravindran Nair, Principal Speech-Language Therapist
Binu has 15 years of intervention experience in speech, language and communication for children with special needs. He leverages on his experience by conducting specialised training programmes in Singapore and the Asia-Pacific region. Binu’s special interest lies in the area of Oral Placement Therapy for children experiencing feeding difficulties, and has worked extensively with children diagnosed with childhood apraxia of speech.
Faridah Ali Chang, Principal Trainer and Consultant, Registered Psychologist (Singapore)
With more than 20 years of experience in the field of special needs, Faridah regularly presents on specific disability topics to the public, medical organisations and tertiary institutions in the Asia-Pacific region. Faridah enjoys sharing about her experience as a teacher and psychologist in early intervention and special education with educators, parents and sector professionals.
Faridah is trained in the Orton-Gillingham Approach for children with dyslexia, the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH, Level 1), and is a certified ADI-R and MBTI practitioner. She holds a Master of Arts (by research) from the National Institute of Education and focused her graduate research on the Quality of Life of Adults with Multiple Disabilities and their Parents.
Frances Tang, Senior Speech-Language Therapist
In her five years as a speech-language therapist, Frances had opportunities to work with children with various developmental disabilities. She is certified in the Hanen Parent Training Programme, the Neuro-Developmental Treatment (NDT) Approach and PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets). In particular, Frances has been involved in the EIP@Home programme at Rainbow Centre, which provides early intervention for infants below two years of age in the home and community.
Glenn S. Quint, Associate Trainer, Rainbow Centre Training and Consultancy
Glenn was a sexuality educator in New England, United States of America, for eight years. During that time, Glenn talked with thousands of professionals, parents, teenagers and children about human sexuality. He worked extensively with developmental disability agencies, providing both staff training and programmes for teenagers and adults.
More recently, Glenn was a sexuality education consultant in Guangzhou, China, where he trained teachers, taught parent classes, and worked with children, teenagers, and adults. He is the author of We Are Growing Up: Sexuality Education Lesson Plans for Children with Disabilities, China’s first human sexuality curriculum for people with developmental and physical disabilities. He has also created two websites for sexuality education – one for teenagers and young adults, and another for parents.
Lynette Gomez, Curriculum Development Specialist and Associate Trainer
Lynette has more than 15 years’ experience in special needs education. She began her career as a classroom teacher after completing her Diploma in Special Needs Education (NIE). After years of direct practice, Lynette took on the roles of Head of Literacy, Vice-Principal and subsequently, Head of Curriculum, Research, and Innovation Development. In these roles, she oversaw strategic department planning, led the design and development of school curriculum, and research to align with the school’s mission and need of students. She was also instrumental in the competency development of her teachers and collaborations with the community for learning opportunities. In her role as Vice-Principal, Lynette led strategic school planning, supervised the Heads of Departments in achieving key result areas, and championed collaboration with community partners to enhance the learning experience of students and partners alike.
Lynette is a firm believer that every special needs teacher should be supported by robust and well-researched curriculum, and teachers have to be well-trained and equipped with core competencies of working with students with special needs. Her current role as a Curriculum Development Specialist at Rainbow Centre allows her to review and develop person-centred curriculum across the campuses to meet the needs of our students, while supporting the professional development of our teachers. In training and adult education, Lynette takes a realist and experiential approach. She journeys with her trainees, using a range of learning engagement strategies, to help them internalise learning and apply practical skills in authentic work contexts so they are competently equipped to work with persons with special needs.
Michelle Cheong, Senior Speech-Language Therapist
Michelle is an experienced speech-language therapist in a special education setting with students who have a range of developmental, intellectual, sensory and physical disabilities. In her work, she incorporates feeding, speech, language and social communication intervention into her students’ daily routines and natural environments. Michelle works closely with fellow professionals and families within a transdisciplinary team approach and conducts regular training for parents and caregivers.
Raj Brij, Head of Learning and Pedagogy, Head of Curriculum and Research
Raj has been in the field of special education for more than two decades. He was a teacher, programme leader, and teacher educator in a university-based setting, and subsequently a full-time academic. He is currently the Head of Curriculum and Research, Learning and Pedagogy at Rainbow Centre.
Raj completed his PhD candidature at Flinders University, South Australia, investigating the use of two leading evidence-based practices in autism spectrum disorder (ASD) interventions for the teaching and learning for students. His principal interest lies in teacher pedagogy, specifically for students diagnosed with autism and intellectual disability, in the use of Positive Behaviour Supports and Evidence-Based Practices in special and inclusive education. He is an advocate of coaching to improve fidelity of intervention implementation in pre-instructional, instructional and post-instructional classroom teaching and learning. Raj has supported several schools in Adelaide and Singapore in improving instructional and behavioural antecedent as a means of promoting effective teaching and learning in mitigating challenging behaviour.
Siti Nor Aisyah Sarip, Lead Teacher, Curriculum Specialist and Associate Trainer
Siti has spent almost 20 years in special needs education and has wears several hats — trainer, teacher-therapist, lead teacher, and curriculum specialist. Besides direct teaching practice and intervention with students across different age groups, she has mentored and supervised special needs teachers in their classroom management, teaching and practice strategies to optimise student learning. Siti plays active roles in formulating school programmes and policies, and oversees manpower and staffing needs. She has designed intervention education plans and various teaching models and led in case management discussions with allied professionals. As a curriculum specialist, Siti is working on pedagogy guides for teachers in the areas of structured teaching and learning environment, instructional antecedents such as systematic instruction, discrete teaching trials, pivotal response training and visual supports.
Siti conducts training in several areas: structure teaching, planning effective lessons, individual student planning, managing aggression, understanding special needs and interacting with persons with disabilities, and a range of community-based programmes for adults. Her approach to training is highly experiential — immersing participants in real life situations they encounter in their interactions and work with persons with disabilities, helping them dissect the root causes, and hence, allowing participants to acquire the necessary skills and internalise the entire learning process.
Tan Yeok Nguan, Head of Inclusive Design
Yeok Nguan has many loves. In his two decades of work experiences, he served in three key sectors: education, design, and social service. Currently, he heads the Inclusive Design team at Rainbow Centre and provides expertise in design thinking and creating inclusive environments for persons of all abilities.
Yeok Nguan started his career with the Ministry of Education where he first learned the basics of design and design education. He served as both a cluster and school head for craft and design subjects before moving on to DesignSingapore Council in 2009 as a founding officer for the former Design Thinking and Innovation Academy (DTIA), where he delivered key programmes as part of the nation’s effort to foster a more creative and innovative mindset in the workforce. He was involved in training more than 10,000 participants and delivered the first national competency framework for Design Thinking. He was then seconded to the National Council of Social Service, where he advocated the importance of human-centric and inclusive design, overseeing design-led projects that seek to uplift the experiences for caregivers and adults with disabilities.
Veronica Lim-Lowe, Senior Family Life Educator
Veronica is trained in social work and was part of the team to develop the parent training packages and home intervention programmes at Rainbow Centre. She is currently involved in developing and conducting support group programmes for parents of children with special needs. She is experienced in facilitating sharing sessions among parents, creating a safe environment where they can express how they have coped, understand that they are not alone in their grief journey and move on towards acceptance.
As a resource trainer with Rainbow Centre Training and Consultancy (RCTC), Veron is also involved in conducting teacher-training courses for preschools, mainstream educators, and special education teachers. She facilitates and deepens their understanding of families who have a child with special needs; its impact, coping and grief journeys, with the aim of building positive efforts in parent-teacher collaboration.