Advanced Diploma in Special Education 

  • This programme focuses on enhancing the capacities, skills and practices of the Allied Educators (Learning and Behavioural Support) and Special School Teachers using a “reflective-practitioner” and “learningbased” approach to develop appropriate classroom-based and school-level supports for pupils with special needs in mainstream or special schools. 

  • To be considered for entry into the programme, applicants will need to hold either of the following qualifications:

    1. Diploma in Special Education
    2. Specialist Diploma in Special Education (SDSE) (Primary)
    3. Specialist Postgraduate Diploma in Special Education (SPDSE) (Primary)
    4. Foreign bachelor degree in special education that are recognised by MOE

    Teachers with the qualifications in b, c and d, must also have met the following conditions:

    • have at least 2 years of teaching experience in Special Education;
    • have an annual appraisal grade of at least Grade C or better;
    • have a letter of recommendation from the school principal.
  • The programme aims to achieve the following objectives:

    1. To deepen their knowledge and understanding of evidence-based practices accessed through relevant bodies of research literature in order to more effectively address teaching and learning concerns;
    2. To apply new knowledge of research-based practices through their implementation and evaluation to identified teaching and learning concerns;
    3. To enhance their understanding of school-wide and collaborative practices that can influence and affect teaching and learning (e.g., school-wide supports for behaviour management);
    4. To increase their capabilities as reflective and evidence-based practitioners in addressing teaching and learning concerns built upon the integration and consolidation of the previous three learning objectives.
  • Using the Advanced Diploma for entry into NIE’s full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education

    Upon successful completion of this programme, you may wish to apply for admission into the NIE/NTU degree programme. Admission is not automatic and all applications would be given due consideration. The admission criteria for returning teachers who are interested in using the Advanced Diploma to help gain admission into the full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education are as follows and may be subjected to further updates from the Office of Teacher Education:

    • Obtained at least overall Pass in Dip Ed/ Dip PE/ Cert Ed and a minimum of 'C' Grade in an Advanced Diploma (obtained prior to the introduction of GPA System) or a minimum of CGPA of 2.50 in an Advanced Diploma (obtained after introduction of GPA System)*


    • Recommendation by Principal

    *For admission to Bachelor of Education (Primary) Part-time Programme, in addition to the above criteria, candidates must also meet the following:

    • Be employed by the Ministry of Education;
    • Have at least two years of trained teaching experience; and
    • Have an annual appraisal grade of at least Grade C or better.
  • The Advanced Diploma Programme will be offered over 2 semesters.

    Course Code Title No. of AUs

    core courses
    IEC4022 Examining Evidence-Based Practices to Support Learners and Learning
    4  -
    IEC4023 Practical Behaviour Management
    4  -
    IEC4036 Enhancing School Practices
    4  -
    IEC4037 Technology for Supporting Learning
    4  -
    IEC4035 Research to Practice Project
    4  IEC4022, IEC4023 & IEC4037

    For its course description, please click here.

  • Participants will have to take 5 compulsory courses in all.


    Courses can be conducted as face-to-face lectures, or through eLearning. However, e-learning should not exceed a maximum of 30% of the total instructional hours of the whole programme.

  • IEC4035: Research to Practice Project

    This course provides the opportunity for students to apply relevant evidence-based research literature to inform their approach, plan, design, implementation and evaluation of carrying out a research-to-practice application for the purpose of addressing a classroom/school-based concern. Participants will use their knowledge and skills to translate relevant evidence-based research literature to addressing a classroom/school-based concern.

    IEC4036: Enhancing School Practices

    This course provides the opportunity for participants to engage in focused conversations with school mentors and leaders as well as structured observations of school-wide practices. School-wide practices include classroom management, instructional planning, remediation and learning support programmes, among other areas of support. Participants will develop a deeper understanding of their schools and their own leadership skills. The course will allow students to understand and enhance their individual and/or school practice through an action plan for improvement.

    IEC4022: Examining Evidence-Based Practices to Support Learners and Learning

    Participants will be introduced to gathering and reading evidence-based practices found in primary and secondary sources in this course. Components covered in this course include how to access key databases to identify relevant research-based practices; organizing and summarizing such literature; and distilling practical steps and guidelines on the use of evidence-based practices for both learning and behavior application

    IEC4037: Technology to Support Learning

    This course introduces the policies, procedures and practical strategies for implementing technology for learning and support in the classroom. Participants will learn the attitudes, skills, dispositions necessary to implement learning using technology in the mainstream and special school settings.  Participants will understand the uses of technologies in assisting all learners in classroom and community settings, as well as help evaluate and establish classroom policies and procedures that facilitate the use of technologies to support learning. Participants will also be made aware of assistive technologies that can be used in the classroom.

    IEC4023: Practical Behaviour Management

    • This course introduces practical behavior management in the classroom.
    • The use of antecedents in preventing behavior problems.
    • Behavior management in inclusive classrooms.
    • The procedures of Functional Behaviour Assessment.

  • Please click here.