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Certificate in Special Needs Support

  • This professional development in-service training serves to provide mainstream teachers in the primary and secondary schools with more in-depth knowledge, skills and understanding of the special needs of diverse learners and foster the development of teachers’ education.

    Teachers who graduated with a Diploma in Education can use this certificate to gain accreditation towards the Advanced Diploma in Special Learning and Behavioural Needs.

  • The Certificate is offered to qualified teachers in primary and secondary schools with a Diploma in Education, a Post-Graduate Diploma in Education, or their equivalent.

  • The programme offers two groups of courses that need to be completed for graduation. The foundational course comprise of one essential course of 1 AU. The Content Areas in Disability courses require the completion of three prescribed elective courses of 3 AUs each. Teachers are required to complete a total of at 10 AUs in order to complete the Certificate.

    Course Participation

    This component of assessment takes place DURING the course run. This typically takes the form of tutorial/seminar participation, tutorial/seminar activities, and/or presentations. Tutors should be approached with questions about course assessments and requirements. NIE does not credit or prorate marks for tutorials that you miss (with or without a valid reason). In addition, credit for the tutorial participation missed will only be given if a written assignment is handed in to the tutor before the assignment deadline.

    Course Assignments

    This component of assessment takes place AFTER the course run. This typically takes the form of written assignments, whether as an individual or as a group. Please refer to the course outline for more information. Those receiving postgraduate certification for this course are expected to submit an additional assignment. Tutors should be approached with questions about course assessments and requirements. You are responsible for submitting assignments before the deadline. Late submissions may be penalised.

    Course Code Title No. of AUs
    Pre-Requisites
    Foundational Modules
    IEC4019
    Engaging Students with Special Needs in Mainstream Classrooms
    1 -
    Core Modules
    IEC4003
    Learning Disabilities: Characteristics and Classroom Intervention
    3 IEC4019 or IEC4012 and IEC4013
    IEC4020
    Attention Deficit / Hyperactivity Disorders: Characteristics and Classroom Intervention
    3 IEC4019 or IEC4012 and IEC4013
    Elective Modules
    IEC4021
    Physical and Sensory Difficulties: Characteristics and Classroom Intervention
    3 IEC4019 or IEC4012 and IEC4013, IEC4003 and IEC4020
    IEC4004
    Autism Spectrum Disorders: Characteristics and Classroom Intervention
    3 IEC4019 or IEC4012 and IEC4013, IEC4003 and IEC4020
    IEC4014
    Emotional / Behavioural Disorders: Characteristics and Classroom Intervention
    3 IEC4019 or IEC4012 and IEC4013, IEC4003 and IEC4020


     Click here
     to download the Programme Handbook for 2015/2016.

    For its course description, please click here.

  • IEC4019 - Engaging Students with Special Needs in Mainstream Classrooms

    As the number of pupils identified with special needs in schools has been on the rise, all teachers will at some point in their career teach a pupil with special needs. This course seeks to equip teachers with an introduction to the context of special needs education in Singapore as well as an understanding of the attitudes and perceptions of stakeholders in this process. Participants will be introduced to a framework for supporting pupils with special needs in their classrooms drawing on strengths within the classroom context and incorporating other resources within the school and community. This would include existing systems within current school contexts such as The Systemic Model for Support and Case Management Teams. In addition, course participants will also be introduced to the ecological framework and a systematic approach for intervention involving assessment, planning, implementation and evaluation (APIE).  This course will provide a foundation for building supportive partnerships with families of pupils with special needs.


    IEC4003 - Learning Disabilities: Characteristics and Classroom Intervention

    This course provides an overview of characteristics and prevalence of learning disabilities, as well as the challenges faced by students with learning disabilities. Educational approaches including learning strategies and social skills development for these students will be examined.


    IEC4004 - Autism Spectrum Disorders: Characteristics and Classroom Intervention

    This course provides an overview of Autism Spectrum Disorders (ASD) with a primary focus on students with high functioning autism and Asperger’s syndrome. The definitions and characteristics of learners with ASD will be examined in the light of planning intervention programmes. The participants will learn strategies for supporting these learners in local mainstream schools.


    IEC4014 - Emotional/ Behavioural Disorders: Characteristics and Classroom Intervention

    This course provides an overview of emotional/behavioural disorders (E/BD). Conceptual models and approaches of E/BD and common conditions of the various types of E/BD and their causes will be examined. Assessment of E/BD, as well as classroom management to reduce challenging behaviours will be included. Students will learn how to prevent some difficult behaviours and respond appropriately when behavioural problems occur.


    IEC4020 - Attention Deficit/Hyperactivity Disorders: Characteristics and Classroom Intervention

    An overview of how to support children and youth with Attention Deficit/Hyperactivity Disorder (ADHD) in the classroom will be provided through this course. The definitions, characteristics and challenges of learners with ADHD will be examined through use of case studies and the opportunity to apply theory to practice, in the light of deriving practical and pragmatic strategies to address challenges faced by both the student and teacher in local mainstream schools in a holistic and systematic fashion employing frameworks introduced in earlier course(s) such as the ecological framework and the APIE within one’s school context.


    IEC4021 - Physical and Sensory Difficulties: Characteristics and Classroom Intervention

    An overview of how to support children and youth with physical and sensory difficulties in the classroom will be provided through this course. The definitions, characteristics and challenges of learners with physical and sensory difficulties will be examined through use of case studies and the opportunity to apply theory to practice, in the light of deriving practical and pragmatic strategies to address challenges faced by both the student and teacher in local mainstream schools in a holistic and systematic fashion employing frameworks introduced in earlier course(s) such as the ecological framework and the APIE within one’s school context.

  • Teachers interested to complete certification should approach their School Leaders and School Staff Developers, who will nominate them for the programme. Trained TSNs or teachers who are interested to attend individual modules may register for the modules through TRAISI (teachers from schools who have not met their baseline 10% or 20% of TSNs are strongly encouraged to complete certification).

    For queries on course administration, please e-mail: inservice@nie.edu.sg