Membership

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
  • Access to InSpEd professional learning and research updates
  • Guidance in accessing professional learning
  • Guidance for employers.
InSpEd, Benefits of Institute of Special Educators

Who Needs to be Certified as a Special Educator?

Who should be certified as a Special Educator, InSpEd

Special Educators:

  • who satisfy the criteria established by the Expert Panel
  • who are involved in providing services for individuals with disabilities and other special needs in schools, early intervention services, post school programs.

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.
InSpEd Standards for Eligibility

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.