The Conversion Pathway designed specifically for experienced allied health practitioners, including psychologists, counsellors, social workers, occupational therapists, speech and language therapists, special educators and other allied health practitioners, who wish to transition into or gain formal recognition as qualified educational therapists.
This programme leverages your existing relevant Master’s degree or PhD qualifications from recognised universities and professional expertise, allowing you to complete targeted modules and demonstrate practical competence through case reports or journal articles. Successful completion qualifies you for full membership as Associate Educational Therapists.
Educational therapy is a recognised non-pharmacological intervention (ICD-9-CM procedure code 93.82) that addresses learning difficulties, disorders, and deficits using evidence-based practices. The Conversion Pathway achieves the following:
1. Core Competence Verification
While you already possess strong clinical or educational expertise, Educational Therapy requires specific competencies in the Praxes of educational therapy, Nosology of Disabilities & Disorders, and the structured “Screening → Assessment → Intervention” specific process unique and relevant to this domain. The Conversion Pathway ensures these foundational educational therapy-specific knowledge & skills are acquired and demonstrated.
2. Progressive Professional Standards
AETS maintains rigorous, tiered standards to uphold the quality and credibility of the profession. Higher tiers (Professional and Fellow) require deeper mastery in advanced diagnostic tools (e.g., CHC Theory), individualised intervention programme (IIP) design, and a broader portfolio of clinical cases. Direct entry into these higher tiers is reserved for those who have completed the full corresponding IACT SNET modules and demonstrated advanced competency.
3. Evidence of Applied Skill
The case reports or articles submitted to The Asian Educational Therapist journal serve as the bridge between trainees’ prior qualifications and educational therapy practice. This portfolio demonstrates trainees’ ability to apply educational therapy principles in real cases, a key requirement before progressing further.
Professionals with relevant Master’s or PhD degrees from recognised universities:
1. Psychology, Counselling, Social work, Occupational therapy, Speech and language therapy
Required IACT SNET modules:
(i) Introduction to the 3 Praxes in Educational Therapy
(ii) Screening through Assessment to Intervention
(iii) Submit only three Case Reports
2. Special education, Special needs & inclusive education
Required IACT SNET modules:
(i) Nosology of Disabiliities & Disorders
(ii) Introduction to the 3 Praxes in Educational Therapy
(iii) Screening through Assessment to Intervention
(iv) Submit only four articles of which at least three must be Case Reports
3. Others
Required IACT SNET modules:
(i) All modules
(ii) Submit six articles of which at least three must be Case Reports
All submissions must be made to The Asian Educational Therapist journal and comply with the Instructions for Authors.
Each Case Report must comply with the following criteria
(i) Selection of Case Report Topics & Number of Words
Case Report topics will be provided by the trainer. Authors may select any three (3) topics from a list of twenty-five (25) approved topics. Recommended number of words for each case report range from 1,500 to 3,000 words that focus on real-world application of assessment-to-intervention processes and outcomes.
(ii) Client Profile and Disability Categories
The report must involve one client below the chronological age of 19 years who presents with two co-occurring disabilities/disorders selected from the 13 disability categories listed under the Individuals with Disabilities Education Act (IDEA, 2004) or Individuals with Disabilities Education Improvement Act (IDEIA, 2004/2005).
(iii) Assessment Framework
All assessments conducted with the client must follow the Hierarchy of Abilities and Skills (HAS) Model. Applicants must provide a clear rationale for the selection and administration of each assessment or testing instrument used.
(iv) Praxis Domains Coverage
Authors must clearly identify and state the Praxis domains addressed in the Case Report for the selected disability/disorder case. The Case Report shall specify the relevant skills and abilities examined under:
(a) Praxis-1: Basic Learning Skills (e.g., Oracy, Literacy, and Numeracy);
(b) Praxis-2: Complex planning and sequency, including academic subject-specific skills; and
(c) Praxis-3: Sensory, Socio-Emotional, and Behavioral Skills.
Authors should explain how the selected Praxis domains relate to the client’s presenting disabilities/disorders (or comorbidities) and how they inform the assessment, interpretation of findings, and intervention planning process.
(v) Developmental Theory Frameworks and Models
Authors must demonstrate an understanding of the client’s lifespan development by referencing and applying appropriate developmental and psychological theories including those involving individual-environment interactions. The Case Report should include a discussion of the client’s developmental profile in relation to established theoretical frameworks, where relevant, such as those proposed by Bronfenbrenner, Erikson, Galinsky, Hull, Mahler, Skinner, Piaget and other recognised developmental theorists.
Authors are expected to explain how the selected theoretical perspectives contribute to understanding the client’s developmental strengths, challenges, disabilities/disorders, learning needs, behavioral characteristics, and overall functioning. The application of developmental theory should form an integral part of the case conceptualisation and provide a foundation for assessment interpretation and intervention planning.
(vi) Reporting of Assessment Findings
Assessment outcomes must be clearly documented and reported in accordance with the case report guidelines prescribed in the CARE Checklist.
(vii) Intervention Planning and Implementation
Recommendations for intervention strategies must be grounded in the guiding principles of Implementation Science. Applicants are expected to follow the standards prescribed in the Implementation Science Adherence Checklist (ImScAC) explain clearly how the proposed strategies will be systematically implemented throughout the Individualised Intervention Plan (IIP) period for the client.
(viii) Quality of Content
Evaluation will focus on the quality, rigor and relevance of the content rather than the number of words written in each Case Report.
Articles include Original research, Reviews (systematic, scoping, narrative) Opinion pieces or Letters to the editors that comply with its relevant international reporting guidelines as mentioned in the Instructions for Authors.
Interested applicants, having obtained at least a Master’s degreee working in the domain of allied health or special & inclusive education are required to email your application with following to membership.admission@aet.sg
● Latest Curriculum Vitae
● academic qualification and transcripts
● Proof of professional registration (if applicable).
Copyrights reserved © 2026. Association of Educational Therapists (Singapore)