NSEAI’s mission is to improve the quality and professionalism in the field of education advocacy, by
encouraging the development of highly educated and knowledgeable advocates through the NSEAI, Board
Certified Education Advocate™, program.
PLEASE JOIN US!
WE HAVE A COMMITMENT TO EXCELLENCE!
THE NATIONAL SPECIAL EDUCATION ADVOCACY INSTITUTE
Dedicated to improving the quality of life TODAY for individuals and families affected by disabilities.
The National Special Education Advocacy
Institute was established in 2008 to meet professional credentialing needs
identified by education advocates and consumers of education advocacy services.
The NSEAI’s mission was to develop, promote, and implement a national board certification
program for education advocate practitioners and to improve the minimum
standards of education for professional education advocates. This was accomplished
when NSEAI established the first standardized fund of knowledge content
standards, practice standards, and a criteria for their credentialing process
to meet accepted standards for a national certification program, best
practice standards and ethical standards of the education advocate profession. The National Special Education Advocacy
Institute adheres to the national standards for boards that grant professional
credentials, as a Board Certified Education Advocate, BCEA.
The NSEAI’s BCEA program is based on the
successful Education Advocate Program developed by one of NSEAI’s founders in
2000 thru 2004 and has been updated every year since it was first presented, in
2008, as a coordinated series leading to
Board Certification. Other established programs do not offer certificantes
credentialing nor have they assumed the responsibilities of a certifying
national professional association, as NSEAI has. The NSEAI looks forward to providing
the BCEA curriculum in universities across the country and offering testing through
the National Commission for Certifying Agencies, the accreditation body of the
Institute for Credentialing Excellence, in Washington, DC.
Special Educational Advocacy Institute (NSEAI) was founded in collaboration with well
trained professional education advocates from varied educational backgrounds, who
where tired of seeing families get the wrong information from misinformed education
advocates, educators and lawyers, about IEP development. There were no minimum standards for the
profession’s core fund of knowledge /education required for the profession of
education advocacy, no defined skill sets, and the level of professionalism
varied widely in the field. NSEAI
expanded their trainings to promote the profession
of education advocacy by:
• establishing a national standard and formal
qualifications for educational advocacy board certification
• providing the unique extended cross training
and technical skill training required for education advocates
• serving a self regulatory body for the profession
of education advocacy
• defining the unique specialized set of
technical skills that set Education Advocacy apart from other professions. and
• defining services that are in the public interest
of and result in positive outcomes for clients.
ESTABLISHING THE PROFESSION OF EDUCATION ADVOCACY
Education Advocacy is an unregulated and unlicensed practice. The development
of a true homogeneous self regulating association body, with defined technical
skill sets and board certification are the steps PRIOR to establishing a
regulated and licensed profession. This process has, most recently,
been followed by the professions of Massage Therapy and Board Certified
Behavior Analysts. The steps to move from being a trade, occupation or what is
referred to as “semi-profession” (a profession oppression by other professions), to becoming a
profession are being followed by NSEAI. These steps include:
• Having a body of people engaged in a calling
• Having clients not customers
(contract arrangements and not just consumers)
• Provide a local then national training
• Provide a local and then national association
• Distinguishing the profession and creating
autonomy from other professions based on specific skill sets and tasks
• Having a National Association with a regulatory body
for its homogeneous (one profession) members, that self regulate
• Developing a formal set of voluntary qualifications
based on education, apprenticeship and examinations through an association’s
board certification program, and
• Provide a code of ethics
and practice guidelines/act.
Then the association may petition for licensing and regulatory laws, as other professions have recently done. This requires legislation and is NOT required to be a
WE WERE THE FIRST NATIONALLY
We were the first organization nationally, to take seriously the profession of education advocacy, and offer a board certification program in Education Advocacy, with a BCEA designation.
We were the first, in 2008, to develop, adopt, and publish an Education Advocacy Practice Act, guidelines and standards, that addresses the ethics in Education Advocacy private practice.
We were the first to provide training, of this caliber, that is open to parents, community agencies, clinicians, educational advocates, lawyers and school personnel. Each group learning, cooperatively, to appreciate each other’s role in providing FAPE.
We were the first nationally to require extensive continuing education for advocates, promoting quality improvement within the required core base of advocacy knowledge.
We were the first to provide an extensive cross training in special education, including the best practices in education, behavior management, legal and clinical aspects of this broad field. This training was designed, not only to address the legal aspects of special education law and its application, but also to develop professional advocacy skills and a broad multidisciplinary knowledge base necessary to effectively and collaboratively advocate to:
• Develop IEPs that are effective in getting adequate progress in students skills • Develop IEPs that are educationally beneficial AND legally sufficient • Promote least restrictive environment placement • Promote the use of appropriate evaluation tools to identify educational needs • Develop truly individualized educational plans and programming • Facilitate inclusion of students with special education needs with their peers • Reduce individual and system barriers to a FAPE for students • Promote effective communication and IEP facilitation skills • Promote the use of early transition goal development and post secondary goals • Promote ethical and responsible education advocacy practices • Understand the social, emotional, legal and financial impact of special education on families and students and the appropriate use of community based services • Improve networking and marketability of the professional advocate
SOME OF OUR MANY NSEAI VOLUNTEER / MEMBERS AT A TRAINING
52 ADVISORY BOARD MEMBERS PARTICIPATED IN OUR LAST MEETING. THEY ARRIVED FROM COAST TO COAST TO PARTICIPATE. They included community agency executives, clinicians, educators, lawyers, professional advocates, parents, college instructors and self advocates.
NSEAI PROVIDES A NATIONALLY RECOGNIZED PROGRAM:
National Special Education Advocacy Training Program™ (NSEAT™) is a series of 12 stand alone courses that may be taken individually or as a series.
When combined with examinations and practicum, the Board Certified Education Advocate Training™ (BCEAT™) leads to National Board Certification designation as an Board Certified Education Advocate™, BCEA™
2013-14 - Training
PA CLEs - Continuing Legal Educatation Units (72 PA CLE Credit Hours) (66S and 6E) (6 PA CLEs per Course) CLEs are not available via webinar
Act 48 credits from the PA Dept. of Education are offered 6.0 hours per course. Act 48 credit are not available via webinar.
Academic institutions may accept 1.65 quarter credit transfer hours, per course, or
a no-credit / non-certification grade per course.
Attendees come from a broad base of backgrounds:
• Parents • Professional Education Advocates • Professional Educational Consultants • Grandparents • Caretakers (of those with special needs) • Lawyers • Behavior Specialists • BCBAs • Psychologists • Occupational Therapists • Speech and Language Therapists • School Nurses • School Board Members • Teachers of: Special Education the Visually Impaired the Deaf • Physical Therapists • School Principals • Social Workers • State, Local and National Advocacy Agency Representatives • State and National Representatives • College Professors in fields related to Special Education • Graduate and Undergraduate Students in the Fields of Special Education • COPAA SEAT Attendees • Wright's Law Seminar Attendees • Community Based Service Providers
OUR GOAL IS TO PROMOTE AND IMPROVE STUDENT OUTCOMES ACROSS ALL DOMAINS AND SETTINGS, THROUGH PROFESSIONAL EDUCATION ADVOCACY.