Why get Certified as a Special Educator by InSpEd?
Benefits of Certified Membership
- Professional recognition by peers
- Proof of qualifications when applying for special education positions
- Certificate of membership, updated with subsequent renewals
- Discount for InSpEd professional learning
- Access to research summaries, articles and links
- Discussions with colleagues via the online member forum
- Current and past issues of the InSpEd newsletter, Insights.
Standards for Eligibility
The following are minimum standards for certification as a Special Educator:
- A relevant first degree in education, psychology, speech pathology, occupational therapy, physiotherapy
- Minimum of one year full-time study in an InSpEd approved special education course
- Practicum/intern experience in a relevant special education service.
- At least three years experience in a Special Education role.
The Special Education course completed by the applicant must have addressed the following areas:
- Assessment, individualised program planning and effective instruction based on the principles of applied behaviour analysis
- Initial assessment and on-going, regular monitoring of progress using curriculum-based assessment and other technically adequate monitoring tools
- Research-based instructional strategies, including those derived from applied behaviour analysis and direct, explicit and systematic instruction for both curriculum content and cognitive and meta-cognitive strategies, and including literacy and numeracy instruction
- Planning, documenting, monitoring, evaluating and adjusting individualised learning plans, including the setting of measurable goals and objectives
- Research-based strategies to address the needs of students with severe and multiple disabilities including communication and functional skills
- Collaboration and working with others, including families, teacher aides and other professionals
- Positive proactive and reactive approaches to behaviour management
- Management of transitions in the lives of people with disability, including into and between schools and into post-school settings
- Supporting others to implement quality special education practices through advising, co-teaching, modelling, coaching or providing professional learning
- Use of research to inform practice.