Forum: AI can personalise education for those who learn differently

As schools explore how artificial intelligence can support teaching and learning, initiatives such as EtonHouse’s enterprise AI workspace invite a broader question: How might these technologies also support students who learn differently? (AI gender gap at work: Are women being left behind in Singapore’s AI push?, March 7).

For individuals with dyslexia and other learning differences, this development is particularly significant. Many of these students understand concepts well but struggle with the mechanics of reading and writing. AI tools can help reduce some of these barriers so that their thinking and understanding become more visible.

The Dyslexia Association of Singapore (DAS) has already begun integrating AI into our educational practice. We have developed closed GPT tools to support our educators in lesson planning, report writing and the development of learning materials tailored to individual learners. For example, educators can generate reading comprehension passages at different levels of difficulty or integrate visuals and audio elements that help students engage more effectively with the material.

In our experience, the real promise of AI in education lies not in automation, but in personalisation. When used thoughtfully, AI can help educators respond more precisely to how each learner processes information and develops skills.

These efforts are part of a broader initiative we are exploring, the DAS Individualised AI-Based Learning System (DIAL), which seeks to combine DAS’ pedagogical expertise in supporting individuals who learn differently, with emerging AI capabilities. The goal is to support learners across their educational journey from screening and profiling through to individualised lesson planning, differentiated activities and progress monitoring.

Technology partners have expressed interest in how initiatives like DIAL can help scale personalised learning while keeping teachers firmly at the centre of the process.

Developing robust AI systems for specialised education requires sustained investment, which we actively seek. If AI is to genuinely improve access to learning for students who think and learn differently, collaboration between educators, technology partners and funders will be essential.

AI will not replace teachers. Used thoughtfully, it can extend the reach of educators and help more learners access the support they need.

Geetha Shantha Ram
Director, SpLD Assessment Services
English Language and Literacy Division
Staff Professional Development Division
Dyslexia Association of Singapore