SPECIAL EDUCATIONAL NEEDS OFFICER

ORGANISATION PROFILE

Assumption Pathway School (APS) is a Catholic institution established in 2009 through a joint initiative by the Ministry of Education, Institute of Technical Education, and St Gabriel's Foundation. Offering an enriched curriculum in foundational subjects and character education, APS provides an alternative pathway for students who do not qualify for mainstream secondary education, nurturing them to achieve personal success in all aspects of life.

BROAD FUNCTIONS

The Special Educational Needs Officer (SENO) in APS provides learning and behavioural support to students with Special Educational Needs (SEN), like Autism Spectrum Disorder (ASD), Dyslexia, and Attention Deficit Hyperactivity Disorder (ADHD), Sensory Impairments, and Physical Impairments.

SENO work closely and in collaboration with key stakeholders such as parents, teachers and agencies. They also plan and coordinate various levels of support, design customised intervention for SEN students to help them access learning in school and equip them with life and social skills to succeed in the real world. Other specialised provisions include the coordination of Access Arrangements for students during school-based and national examinations, providing barrier-free accessibility and resourcing for assistive technology devices etc.

DUTIES AND RESPONSIBILITIES

 Intervention support - provide learning and behaviour support through individual or small group intervention or skills training, or in-class support.

 Liaise with stakeholders, such as parents or external agencies, to ensure coordinated and sustained support for students with SEN.

 Work closely with School Leaders and Case Management Team (CMT) to review and improve SEN processes and systems.

 Handle cases and manage records of students with SEN.

JOB REQUIREMENT

 Former Allied Educators (Learning Behavioural Support) / SEN Officers.

 Must possess at least a Diploma of Degree in special Education from a recognised institution in Singapore.

 Minimum of three years' experience in school or working with youth with behavioural issues.

 Passion and disposition to work in a school environment with at-risk students as well as students with SEN.

 Preferably with prior experience and expertise in working with students with SEN.

 Shall have fitness and resilience to engage students safely and carry out their duties effectively.

 Resourceful and good problem-solving skills.

 Strong collaborative and communication skills with stakeholders.

 Self-motivated, able to work both independently and collaboratively as part of a team.