Slingerland Certification
Training that Matters
Slingerland Literacy Institute ensures that Certified Slingerland Teachers and Instructors have achieved the highest professional standards in training.
Since 2004, the Slingerland Literacy Institute has been accredited by the International Multisensory Structured Language Education Council (IMSLEC) to certify Teachers. Slingerland Comprehensive Training Classes and structured, supervised Practicum Classes are designed to prepare classroom teachers, intervention specialists, and tutors of all learners, especially those with dyslexia or related language-learning disorders. Each of the comprehensive classes (Introductory and Continuum) provides an intensive month-long immersion into the Slingerland Approach.
The Certification Committee, a part of the Slingerland Literacy Institute’s Faculty Senate, is responsible for ensuring participants in those classes have mastered the procedures, processes, and rationales of the Slingerland Approach.
Certified Slingerland Teacher
Teachers who meet specific criteria may apply for the Initial Certification in the Slingerland Approach to Language Arts as a Certified Slingerland Teacher (CST). The application process includes a peer review of knowledge in the field and competence with the teaching approach.
Accreditation
The Slingerland Literacy Institute has met rigorous standards to secure accreditation. The Institute is accredited by two agencies:
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The International Multisensory Structured Language Education Council (IMSLEC) accredits quality training courses for the professional preparation of multisensory structured language education specialists. The Slingerland Literacy Institute received its first accreditation from IMSLEC in 2001 and continues to be accredited to certify individuals at the Teaching Level and at the Instructor of Teaching Level.
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The International Dyslexia Association (IDA) accredits programs that prepare teachers of reading and/or programs that specialize in preparing teachers to work with students who have reading difficulties and disabilities. One of IDA’s long term goals is to inform the public regarding the knowledge base required for skilled reading instruction. Another is to define the specific teaching capabilities that should characterize any person responsible for teaching students with dyslexia and related reading difficulties, and to identify programs that meet the standards.
