I refer to the letter “Our school system should be inclusive for everyone” (March 11).

The Dyslexia Association of Singapore (DAS) is heartened that the Ministry of Education (MOE) initiated support as early as 2004 for pupils with mild special educational needs studying in mainstream schools.

This includes the provision of allied educators (learning and behavioural support) for pupils with learning differences, such as those with dyslexia, autism spectrum disorder and attention deficit hyperactivity disorder, in mainstream schools.

The MOE has also developed a core group of teachers trained in special needs in all primary and secondary schools. To increase support for children with dyslexia, the MOE added the School Dyslexia Remediation programme in 2012 for Primary 3 and 4 pupils; all primary schools will have the programme this year.

To further improve inclusiveness in our school system, the DAS urges that dyslexia support be expanded in terms of age groups and academic subjects.

While too early for a diagnosis, preschoolers with literacy delay should be provided with systemic support, so they will not be immediately behind their peers when entering Primary 1.

And youth with dyslexia entering institutions of higher learning such as the Institute Of Technical Education, polytechnics and universities may need continued support.

The British Dyslexia Association reports that 50 to 60 per cent of children with dyslexia will also have difficulties in mathematics. And researchers have found high concomitance of reading difficulties in the Chinese and English languages.

The DAS supports the writer’s call for “a well-equipped and comprehensive educational system ... for all Singaporean pupils, each with a unique character, social skills and diverse special needs”.