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Workshops

:: UPCOMING WORKSHOPS ::

Full-Day Workshop

Seminar: A Professional Development Series in SPECIAL NEEDS EDUCATIONAL THERAPY (SNEdT)
DAY 1 : Understanding & Working through the Multiple Mind of a Student with Special Needs

In collaboration : IACT Logo

An extension from the previous workshop you will explore the meaning of learner, whose ability (nurture), capacity (nature) and capability (potential as determined by nature vs nurture) to perform expressed as cognitive, conative and affective potentials interlinked by sensory potential, and learning as a developmental process in terms of required learning à acquired learning à applied learning à lifelong learning. Also taught is the complexity of learning as a process with multiple-level pulling into play four other factors, i.e., sensation, perception, conception and enculturation. Learning task behaviour analysis will be taught and how they can use it in identifying learners who are struggling in their learning. The workshop also covers the following key topics: (1) learning styles (i.e., visual-spatial, auditory-sequential, kinaesthetic-tactile, and olfactory-gustatory); (2) learner profiling (i.e., independent learner, reluctant/unmotivated learner, disadvantaged learner, deprived learner, disabled learner, illiterate learner); and (3) learning as a ‘caught’ or ‘taught’ process. The workshop introduces participants to the lifespan development in terms of 2 axes: developmental abilities and capacity quotient. From all these frameworks, the Triple-E Model of Learning: Episteme (What of Learning), Telos (Why of Learning) and Techne (How of Learning) will be introduced which is used in planning of intervention program/plan for learners with disabilities.

Date : To be confirmed 
Time:9am to 5pm
Venue:To be confirmed

Speaker: IACT Approved Trainer

Who Can Benefit?

For special school teachers, allied educators and those who aspire to work in special education and/or educational therapy.

Course Outline

AM Session

The hierarchies of needs, abilities and skills

  1. Learning as a developmental process
    1. Learning is ‘caught’;
    2. Learning is ‘taught’
  2. Learning formula involving the following factors:
    1. Sensation (for sensory input);
    2. Socioculturalism (socio-cultural factors);
    3. Conception;
    4. Enculturation
  3. Learning axes:
    1. X-axis: developmental abilities and skills
    2. Y-axis: innate capacities (measured in quotients);
    3. X-Y interaction point: capability (level of performance)
  4. Curricular development of learning
    1. Required learning;
    2. Acquired learning;
    3. Applied learning;
    4. Lifelong learning
  5. Triple-E model of learning factors
    1. Episteme;
    2. What of learning;
    3. Telos: Why of learning;
    4. Techne: How of learning
  6. The CCAS Model of learning and development
    1. Cognition and its model/theory;
    2. Conation and its model/theory;
    3. Affect and its model/theory;
    4. Sensation and its model/theory
  7. Sensibility, Sensitivity, Sense-ability and Sensuality
  8. Sense of coherence: Meaningfulness, Comprehensibility and Manageability

PM Session

  1. Learning and behavioral challenges
  2. Disadvantages, differences and dysfunctions; b)Difficulties, disabilities and disorders; c)Challenges in lexikos, calculatos, praxis and gnosis (learning); d)Self-awareness, self-regulation, self-will and self-esteem (socio-emotional behaviors)
  3. Hierarchy of needs and wants
  4. Anomalies and chaos in the process of learning
  5. Hierarchy of capacities, abilities and capabilities
  6. Intervention for learning challenges
Course Objectives

Participants will have an opportunity to learn how to:

  1. Understand the complexity of the learning as a process from simple domain (knowable knowns) → compound domain (known knowns àcomplicated domain (known unknowns) → complex domain (unknown unknowns) → chaotic domain (unknowable unknowns)
  2. Explain the sense of coherence of the mind in learning in terms of meaningfulness, comprehensibility and manageability
  3. Aware of the nine mental states of mind and the interactions among them in the process of learning and behaving in a given situation
  4. Recognize the hierarchies of needs, abilities and skills in learning from required learning → acquired learning → applied learning → lifelong learning
  5. Use the Multiple Mind Map in profiling a learner’s mental states of mind during the learning process
  6. Administer Learning Style Inventory & Learner Profile Inventory (optional)
  7. Select appropriate learning-teaching approaches for intervention
Course Fees & Closing Dates
Registration Type Closing Date Fees (S$)
Normal Till Full 330

 

 

Disclaimer : Bridging Talents will not be responsible for the registrant's attainment of credentialisation/membership under all circumstances to IACT and does not provide a warranty for any IACT imposed criteria nor approval. For full details, please refer to www.iact.org

IACT

The International Association of Counselors and Therapists (IACT) is a premier association for holistic practitioners and it provides a forum where members may exchange ideas, information, techniques and methodologies. Establishing itself apart from the rest as a multidiscipline association, IACT membership includes medical practitioners, psychologists, clinical social workers, hypnotherapists, nutritionists, dieticians, special needs educational therapists, mental health workers, counsellors, allied educators and others in the helping, healing arts. The vision of IACT is to light the path of unity by providing a place where practitioners can come together under one umbrella to explore, indulge and renew their passion for diverse holistic physical and mental health care discipline.

IACT-approved specialty programme: SPECIAL NEEDS EDUCATIONAL THERAPY

This IACT-approved professional development (PD) program aims to equip special educators (i.e., special school teachers and allied educators) to become better professionals in their work with individuals with special needs. It also prepares those who are interested in becoming qualified special needs educational therapists in their professional career development. It consists of five intensive modules and each module consists of independent professional development workshops. There are five main themes in the series of 20 professional development workshops namely

  1. Learning & Teaching in Special Needs (4 independent PD workshops)
  2. Lifespan Development and Anomalies (4 independent PD workshops)
  3. Learning Difficulties, Disabilities and Disorders (4 independent PD workshops)
  4. Psycho-educational Diagnostic Evaluation and Profiling (4 independent PD workshops)
  5. Intervention in Special Needs (4 independent PD workshops)
IACT Professional Credentialization/Membership Eligibility

Admission requirements for the IACT-approved PD program, the participant must possess the following:

  1. At least 5 GCE O-Level passes with a pass in English Language and also a pass in Mathematics; AND
  2. One of the following:
    1. A recognized full-time 3-year/part-time 5-year polytechnic diploma including those from LaSalle College of the Arts and Nanyang Academy of Fine Arts or
    2. A Diploma in Early Childhood Education from an ECDA-accredited training centre or
    3. A Diploma in Special Education awarded by the National Institute of Education or
    4. A recognized bachelor’s degree in the relevant field (i.e., special education, general education, counseling)

In addition, to be eligible for the IACT professional credentialization/membership in becoming a special needs educational therapist, the following criteria must be satisfied:

  • Completion of the PD workshops in the 5 IACT-approved theme-based topics (each consists four workshops) in the SNEdT program
  • Fulfilled 180 supervised practicum hours
  • Submission and passing written assignments
  • Presentation at the Case Study Symposium
  • Duration of maximum 2 years to complete/acquire all of the above
Supervised Clinical Practicum Criteria

Clinical practicum can be done at one of the following approved places: special school, learning clinic, EIPIC centre – not limited to just these three centres. A total number of 180 hours have to be clocked in and be authenticated by the centre supervisor. Participants who are already working in such workplaces are exempted from the supervised clinical practicum provided they can produce documentary evidence (e.g., letter of appointment) to support their claims.

Written Assignment/Case Study Symposium

Each theme-based series consists of four interrelated PD workshops. At the end of the fourth workshop for each theme, participants, who are keen to pursue the IACT-approved SNEdT credentialization/membership, will have to complete a written assignment, whose focus is on theory-practice nexus, on a given case study. This case study will be built on and developed further along the way through the five themes of 20 PD workshops. By the end of the last theme-based PD workshop, participants should have built up their given case study thoroughly to be presented at the Case Study Symposium, where they have a chance to listen to others who will also be presenting their cases. For this, there will be a separate cost.

Upon completion of each of these PD workshops, you will be provided with a Certificate of Completion acknowledging 28 hours of training. Please refer to IACT website for full details. www.iact.org.