Leveraging on more than 40 years of extensive experience in women’s and children’s health, Thomson Kids Specialised Learning and Thomson Counselling are key components of Thomson Medical’s ecosystem of synergistic services, where children’s developmental health and well-being are taken care of holistically.
Supported by psychologists, speech and language therapists and special needs trained teachers, Thomson Kids Specialised Learning is a learning centre for children with learning difficulties, through structured educational programmes derived from research-proven teaching methods.
Thomson Kids Specialised Learning is helmed by Ms Frances Yeo, a child psychologist with more than 20 years of clinical experience. For the past 5 years, Frances has also led a paediatric clinic specialising in psychology and counselling.
The ability to read and write is foundational for learning. Children with ADHD, autism, dyslexia, language delays and learning difficulties often struggle with basic literacy, which then holds back their learning, cognitive development and social interaction.
Through our specialised interventions, we help students with unique learning needs develop their listening, oracy, reading and writing skills.
Our English and Chinese Programmes are developed for students who may be struggling in mainstream schools.
We offer a differentiated curriculum based on MOE syllabus but taught using specialised material and teaching methods.
Our proprietary materials and structured learning programmes are developed by our highly experienced team, comprising experts in child psychology, curriculum writers and special needs teachers.
From our extensive experience from years of working with students with ADHD, Autism and learning difficulties, we have seen how students can thrive with an instructional approach based on these key principles:
We first start by accurately diagnosing the student’s underlying problems. Only then are we are able to enrol the student with the right learning programmes and adapt teaching methods to their specific needs. For example, a student with weak auditory working memory would need visual supports to learn.
Our teachers are trained on the latest evidence-based instructional methods and are supported by our specially developed teaching materials to help students overcome their particular challenges. Children with learning difficulties can overcome their challenges through perseverance with the right instructional approach.
Scaffolding is an important concept for teaching students with learning disabilities. Evidence from research shows that scaffolding is effective in helping students learn more as compared to traditional methods. This approach requires the teacher to first have a good understanding of the student’s learning needs and abilities based on inputs from the diagnostic assessment.
Students with learning difficulties often suffer from depression and poor self-esteem as they repeatedly fail to keep up with peers. We focus on helping students build up confidence and instil a sense of independent inquiry by breaking down learning into manageable parts that challenge but do not overwhelm.
Explore our Programmes
Specialised English Programme - GRIT
Dedicated teachers in our Orton-Gillingham inspired English programme (GRIT) make phonics, morphology, comprehension and writing strategies systematic, sequential and fun for your child. With practical and hands-on language activities in our curriculum, your child will not just acquire literacy concepts but also develop GRIT—to help them achieve and succeed in life.
Specialised Chinese Programme - 铁棒磨成针
In our Chinese programme (铁棒磨成针), we see Chinese as more than an academic subject—the sharing of Chinese culture and values is key to promote resilience in your child. Your child will enjoy multisensory and hands-on language activities. Be it character recognition, stroke order, sentence structures, comprehension or writing, our teachers make Chinese interactive, systematic and fun.
Hear From Our Clients
“Shane is my third child, so when I observed that he did not speak by age 2.5 years, could not point at anything, would not look me in the eyes or anyone else in our family, I found his behaviour weird. From age 2, he would always be lying down on his side and lining up trains in a straight line then staring at these trains from the corner of his eye. Such inappropriate play habits were a concern for me, but my biggest worry was "why can't my child say a word?"
“Heartfelt thanks for all you’ve done for my daughter’s life. We have seen gradual improvements and how she is trying her level best to realign herself again. She’s taking these steps voluntarily, but I know you are the key reason she is able to put in a lot of effort to bring herself up again. Our highest gratitude and appreciation. We are so grateful for you being there all the way, for our kind support and professionalism. Kudos Ms Frances!"
“I have two boys who were diagnosed with ASD and they are in mainstream school. They have been seeing Ms Frances for several years. Throughout the years, she has given us useful suggestions on how to deal with their learning and behavioural issues in school. With her help, the boys have been coping well and happy in mainstream.”
“I couldn’t read or understand much which affected my spelling. Whenever I had a composition exam, I couldn’t write anything. I would have a ton of great ideas but would not be able to pen it down. Ms Xin Ying’s lessons made it easier to remember how to spell certain words. I can read much better and faster now thanks to the flashcards (card drill) Ms Xin Ying made us do every lesson. Also, other than teaching using worksheets alone, Ms Xin Ying would include games like Kahoot! and reward us with sweets or little gifts whenever we got it right.”
“When Shoshanna was in K2, we sent her for English enrichment class as her teacher expressed concern that she isn’t quite on par with her peers. Through that, we found that her progress was slow and sent her for a psychological assessment. After we found out she is dyslexic, we got remediation right away. I strongly believe it is important for the child not to be affected by their challenges during their schooling journey; it isn’t about grades but their confidence and emotional well-being.
“I didn't find out I had dyslexia till I was Primary 5 and did a test. Before that, I didn’t even know what dyslexia was. I also have ADHD, which was discovered earlier, around kindergarten, because my teacher suspected I had that. Due to my ADHD, I had strong impulses and they were stronger if there were underlying emotions—they were really hard to control. I did whatever I wanted, without thinking. I get very distracted very easily, even if it’s a faint click in the room. I would stop everything I was doing. And I am also extremely forgetful. For me, a little stress helps me get in the mood to focus.”
“I found out that I am dyslexic through my former English tuition teacher when I was in Secondary 2. My mother often finds it incredibly frustrating that I could not get the spelling of the words correct, even after much practice memorising it. However, thanks to Ms Xin Ying's guidance, my spelling has improved by leaps and bounds. In fact, not only did my spelling improve, so did my reading. Now, I am not only able to read much quicker than before but with greater clarity too. What I enjoy the most during her lesson is how she makes learning fun. In many of her classes, she would incorporate many different small and fun activities to keep us engaged, making her lessons extremely enjoyable. In one of her lessons, she even had us baking cookies while teaching us writing concepts.”
“My frustrations as a dyslexic were mostly about not being able to read as fast and proficiently as everyone else in my class. I continuously would think that I was, and were, always going to be 2 steps behind my classmates and that I would never be able to catch up or even be lucky enough to be on the same level as them.
“We were unaware that Aysha had dyslexia until she started P1. As a child, she didn’t give us any reasons to cause concern as she had met her developmental milestones (was quick in learning how to talk / walk). She was quick to make friends, sociable and didn’t demonstrate any signs of having a learning difficulty or any developmental obstacles.
I am extremely grateful to Frances for helping my child in a critical year of her life (pre PSLE). I approached Frances for help because my child was showing a lack of motivation for school and interest in social interactions. It made for a fraught relationship as I found myself pushing her hard in the name of tough love. Frances firstly helped eliminate concerns around clinical conditions and then proceeded to peel the onion for us on how my child perceives the world and processes information.
Thomson Kids teaching philosophy is based on the concept of neuroplasticity, where peer-reviewed research has shown that our brains can be re-wired through repetitive targeted learning.
Our teaching approach builds on scaffolding, where students with learning difficulties learn better when teachers provide supports, or scaffolds, to enhance learning and aid in the mastery of tasks.
Furthermore, children with learning difficulties do not learn well in traditional classroom learning. They learn better when learning experiences engages their different senses. Neuroimaging studies shows that multisensory learning activates larger parts of our brains, therefore increasing the chances of improved neural connections and connecting information to previously learned information.
Basically, the more of our brain we use, the better chance we have of remembering things later and connecting new knowledge to things that we already know. We do not use assessment books. We developed our own teaching and learning materials based on insights from research and our collective clinical experience.
Before enrolling for our Specialised English or Chinese Programmes, each student will be assessed by our psychologist to determine his/her learning needs. Children will be grouped based on ability and chronological age.
For each ability level, our curriculum team has planned specific learning objectives according to MOE school curriculum requirements. This means that children will be learning the key reading and writing skills which they need to build a strong foundation in English and Chinese Language. Our materials are directly relevant to school and we aim to equip children with exam skills to tackle school-based assignments.
We recognise that not all students have the same unique learning needs. While our teacher follows the specific learning objectives for each lesson, our teacher may modify tasks for students such as reducing the number or the complexity of questions. The programme is supported by our curriculum specialist and psychologist who will make recommendations to modify the learning materials, when needed.
Concepts are reinforced at every lesson, as we are aware that students with learning difficulties have fast forgetting. Our teachers will assess the students’ needs throughout the year to ensure that students are not falling behind in their learning. An annual test will be conducted at the end of the year to measure each student’s learning improvements.
All our teachers have experience teaching preschool or primary students in Singapore. Our teachers undergo our in-house train-the-trainer programme to ensure that they are familiar with the Thomson Kids curriculum. Many of our teachers have also attended courses in teaching special needs students.
Our centre has a parent/student portal where teachers will upload information about what your child has learnt in the lesson. We provide lesson materials and worksheets which your child will bring home. We strongly believe in parental engagement in fostering learning in students and strongly encouraged you to reinforce the weekly learning concepts at home.
Our teachers communicate regularly with parents regarding their child’s progress via the student/parent portal. If you have questions, you can email your teacher(s) via the Parent portal.
Research shows that small-group instruction encourages active student participation, higher achievement, and greater ability to view situations from others' perspectives. For these reasons, we keep our classes to a maximum of 5 students to one teacher.
Each lesson will be 1.5 hours long.
Only students will be attending the lesson.
Class schedules differ and depends on demand and teacher availability. Our classes typically start from 10am with the last class ending at 8pm.
No lessons will be held if it falls on a public holiday. We will provide home-based learning materials to students so that they will continue to keep up with their learning.
If your child misses a lesson because he is sick, on holiday, busy with school activities etc., we will replace up to a maximum of two lessons per term in the form of vouchers which can be used to off-set fees for the next term.
No lessons will be held during MOE school holidays.
To secure a student’s space in the class, fees are paid one month before the start of the new term. Fees are not transferrable and refundable. We accept Cash, Credit Cards, PayNow, Bank Transfer. We are applying to be an Approved Institution (AI) registered with Ministry of Social and Family Development (MSF) under the Baby Bonus Scheme (more information to come).
Please contact us by Whats App or submitting a form on our website. Our customer service staff will contact you within 3 working days to discuss your child’s needs and arrange a time for you to come in to meet with our psychologist.
To ensure that children have maximum opportunities for group learning, no midterm withdrawals are allowed. One-month withdrawal notice is required should you like to withdraw your child from our programme. Parents will need to fill up a withdrawal form.
We are prepared for the unforeseen circumstances caused by the current pandemic. Our teachers will conduct online lessons should this situation occur in the future.
After every lesson, our teachers use hospital-grade disinfectant to wipe down all contact surfaces. There will be no intermingling between students in different classrooms. All students are required to bring in their own stationery and temperature is screened before entering the centre premises.