Rainbow Centre 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
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.
Linda Prebhash, Principal Trainer and Consultant
Linda has served in the field of education for the last 30 years, of which 27 were devoted to special education as a teacher, and later as a principal. She has worked with children and adults with Intellectual Disability, Down syndrome, Autism Spectrum Disorder, Cerebral Palsy, Attention Deficit Hyperactive Disorder, and other types of disabilities. Linda has also passionately served as a volunteer with Special Olympics Singapore as a Board Member for the past 30 years, in the capacities of Honorary Secretary and Sports Director. Linda is also an official trainer with Special Olympics International.
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.
Sharifah Yokoyama, Associate Trainer / Special Projects
In her 30 years as a special educator, Sharifah has found purpose in collaborating with families, the community and stakeholders to create awareness and advance inclusive opportunities. She strongly believes that every person, regardless of their needs, has the right to participate fully in the community and have access to the same choices, opportunities and experiences as everyone else. As an advocate for lifelong learning, Sharifah adapts to the changing landscape of education through ongoing professional development.
Sharifah is trained in the Treatment and Education of Autistic and related Communications Handicapped Children (TEACCH) and has an Advanced Certificate in Training and Assessment (ACTA). She has also received training in Mindfulness-Based Stress Reduction (MBSR) and Neuro-Linguistic Programming (NLP). Sharifah holds a Master in Education (Special Education) from Nanyang Technological University.
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.