For Mr. Jason Tan, the journey to understanding his son Isaac’s needs began with a misunderstanding of typical childhood development. When kindergarten teachers first noted that Isaac was “slower in learning,” Mr. Tan, a 48-year-old IT professional, initially assumed his son would eventually catch up. It was not until Isaac reached Primary 3 and struggled with formal examinations that the family sought professional clarity.
Following a private assessment, Isaac was formally diagnosed with autism spectrum disorder and mild intellectual disability at the age of eight. Mr. Tan recalled the initial period after the diagnosis as one defined by uncertainty. “To be honest, at the time, (my wife and I) did not know what autism really was,” he said. “We thought maybe he was just slow… We had no direction, and we didn’t know who to ask.”
Did You Know?
After transferring to the APSN Katong School in 2023, Isaac’s well-being improved significantly; his father noted that the young man stopped the stress-induced behavior of plucking out his own hair.
Navigating the Educational Landscape
Mr. Tan initially sought to keep Isaac in a mainstream school environment, hoping the learning delays were temporary. While the school provided support, such as one-to-one math sessions and extra time during exams, the pressures of a mainstream classroom with a 1:40 teacher-to-student ratio became increasingly difficult for Isaac. By Primary 5, Isaac moved to foundational-level subjects, but he eventually failed his Primary School Leaving Examination.
Following guidance from school leaders, a special educational needs officer, and an educational psychologist, the family moved toward a special education (SPED) placement. In March 2023, at the age of 13, Isaac transferred to APSN Katong School. The shift to a smaller classroom environment—with a ratio of 1:10 or 1:12—and a curriculum focused on practical, vocational training marked a positive turning point for Isaac.
Expert Insight:
The transition from mainstream to specialized education often highlights the critical importance of environment-matching for students with neurodivergent needs. Mr. Tan’s proactive engagement with professional training underscores a growing trend of caregivers seeking formal education to better facilitate their children’s transition into independent adulthood.
Looking Toward the Future
Inspired by Isaac’s progress, Mr. Tan has dedicated himself to professional development in the disability sector. In 2025, he graduated from the Specialist Diploma in Applied Autism Studies at Temasek Polytechnic. By 2026, he began pursuing a Specialist Diploma in Adult Disability Practice, which focuses on supporting individuals as they transition into independent employment after the age of 18.
Isaac, now 16 and in Secondary 4, has demonstrated interests in art and music, having contributed to SMRT’s 35th-anniversary art showcase and the 2024 National Day tote bag design. As Mr. Tan considers a potential career switch to the social services sector, his primary goal remains ensuring that Isaac can eventually enter the workforce and live independently. He also hopes to provide guidance to other parents who, like he once was, are navigating the complexities of finding support for their children.
Frequently Asked Questions
What prompted Mr. Tan to seek a formal diagnosis for his son?
The necessity for an assessment became clear when Isaac reached Primary 3 and began struggling with formal examinations and English comprehension, alongside displaying physical signs of stress.
How did the transition to a SPED school impact Isaac?
According to Mr. Tan, the move to APSN Katong School resulted in an immediate and profound improvement in Isaac’s happiness, evidenced by the cessation of hair-plucking behaviors.
What is the focus of Mr. Tan’s current professional studies?
He is currently studying for a Specialist Diploma in Adult Disability Practice, which provides skills to help caregivers support individuals with disabilities in transitioning to open and independent employment.
How do you think more accessible information regarding support services could change the early experiences of families with neurodivergent children?