Date posted:2024-05-08 | Writer: Osaka YMCA International School | Email: [email protected]
As a PYP (Primary Years Programme) Special Educational Needs Support Teacher, you will play a crucial role in supporting young students who have a range of learning difficulties or disabilities. Your work will involve identifying children's needs, collecting data, using this data to inform interventions, and writing support plans.
The PYP Inclusion Support Teacher is responsible for supporting elementary students academically, socially, and emotionally, with a focus on those with mild to moderate learning needs and/or English Language Learners. This role involves collaborating closely with classroom teachers to plan, teach, and assess students, aiming to effectively meet diverse learning needs. The teacher plays a key role in fostering collaborative relationships with administrators, teachers, and parents to develop individualised learning plans with clear goals and strategies. Additionally, the Learning Support Teacher delivers direct instruction for students with learning needs and implements strong differentiation practices within the Multi-Tiered System of Supports (MTSS) framework.
Key Responsibilities:
Supporting the academic, social, and emotional needs of elementary school students.
Identifying individual students' learning needs and creating tailored education plans.
Assessing students' abilities in basic academic subjects using appropriate strategies.
Developing Individual Learning Plans (ILPs) that meet the unique needs of each student.
Implementing ILPs, assessing students' progress and adjusting plans as needed.
Modifying lessons according to students' needs and providing one-on-one or small group support.
Advocating for and promoting inclusive practices within the classroom and the entire school environment.
Assisting students with needs to participate fully in school activities.
Collaborating with other teachers, parents, and school administrators to meet student learning goals.
Qualifications:
A teaching licence or certification.
Special Education degree with coursework and practical experience working with students with diverse learning needs.
Hands-on experience in special education settings through internships, student teaching, or relevant work.
Minimum 3 years of full-time teaching experience in special education classrooms or related settings.
Proficiency in developing and implementing Individualised Education Plans (IEPs), adapting curriculum, and using assistive technology.
Familiarity with instructional strategies and behaviour management techniques for students with special needs.
Preferred Skills and Experience:
Effective collaborator, supporting classroom teachers to meet diverse student needs.
Engaged in recent professional development focused on special education and English as an Additional Language (EAL).
Skilled in using various co-teaching models to enhance student learning outcomes.
Former classroom teacher with practical insights to support inclusive education practices.
Proficient in the Multi-Tiered System of Supports (MTSS) framework.
Knowledgeable about Universal Design for Learning (UDL) principles for creating inclusive classrooms.
Experienced in working with students with English as an Additional Language (EAL) to address their unique needs.
Proven ability to thrive in multicultural environments, fostering inclusivity and diversity.
Capable of supporting students with emotional and behavioural disabilities for academic success.
Proficient in interpreting and applying educational and academic assessments effectively.
Skills:
Transdisciplinary Teaching: Integrating multiple disciplines into a single learning experience to foster critical thinking.
Concept-based Instruction: Focusing on overarching concepts, encouraging students to make connections and see patterns.
Self-Management Skills
Intercultural Understanding: Promoting awareness and respect for cultural diversity, teaching students about empathy and understanding.
Learner Agency: Creating environments that encourage student autonomy and decision-making.
Differentiated Instruction: Following the requirements of the school’s inclusion and teaching and learning philosophy.
Effective Communication: Establishing a healthy learning environment requires effective communication encompassing listening, speaking, reading, writing, and visual interpretation.
Collaborative Learning: Fostering an environment that promotes collaboration and shared learning experiences.
Inquiry-based Teaching: Encouraging student-led inquiries and exploration of answers.
Assessment and Feedback: Effectively using assessment strategies to guide student learning and reflection.
Technological Integration: Incorporating technology into teaching, promoting effective and responsible information usage.
Interested teachers can apply here: https://docs.google.com/forms/d/e/1FAIpQLSdMM_LcfqU25SPZq4bBEE_PALVT0uxCWt7BPqg_okhdF6X37w/viewform