TERMS OF REFERENCE

For Recruitment of Special Needs Education Coordinators (SNECOs) at Chance for Childhood in Rwanda

(Deadline: 13^th December 2024)

JOB DESCRIPTION

Special Needs Education Coordinators (SNECOs) Realizing Inclusive and Safe Education Project (RISE)

Reporting to: RISE Project Manager

Responsible for: Facilitating Identification, enrollment and assessment of children with disabilities, Implementing Individual Education Plans (IEPs), organizing and conducting training and coaching sessions for teachers and school leaders on Inclusive education practices at school, sector and district levels through close collaboration with Inclusion trainer.

Job type: Fixed term, 5 days a week (35 hours)

Location: 3 Disticts (Gicumbi, Gakenke and Burera)

Positions: 3

ABOUT US

At Chance for Childhood (CFC), we believe that no child should have to fight for a safe & happy childhood. We exist to ensure that every child can thrive from their early years through to adulthood. Together with partners, supporters, children and their communities, we protect, educate and create lasting change for every child threatened by violence, neglect and conflict.

We specialize in ensuring access to inclusive education and safe spaces so that children in Africa can play, grow, learn and thrive. We have staff and offices in the UK, Rwanda, Ghana and Uganda as well as community partners across East and West Africa.

In Rwanda, CFC is implementing RISE Project under a consortium led by Link Education International funded by the Scottish Government. This project, targets to reach over 5 000 children with disability and Special Educational Needs aged 6-15 in primary schools with the aim of removing barriers to quality education for out-of-school children with disabilities and additional support needs. The project life is 5 years, and it will be implemented in three districts of Northern Province of Rwanda.

JOB PURPOSE

The purpose of hiring staff in the afore-mentioned position is to effectively coordinate Chance for childhood's interventions at the grassroots level in specific selected schools in three districts of RISE project interventions namely Gicumbi, Gakenke and Burera. This includes identifying out-of-school children including those with disabilities and /or special educational needs and ensuring that they receive appropriate educational support and reasonable accommodations within schools and community in the districts of interventions. It also involves ensuring that educational services and resources are effectively coordinated to meet the diverse needs of learners with disabilities.

KEY RESPONSIBILITIES

The Special Needs Education Coordinator on RISE Project will play a fundamental role in ensuring that children with disabilities and or special educational needs receive the support, resources, and opportunities they need to be enrolled, learn, progress and succeed academically, socially, and emotionally up their full potentials in schools.

More specifically the key responsibilities include but not limited the following:

• Identifying, enrolling out of school children with and without disabilities or special educational needs in the community neighbouring target schools;
• Providing training and professional development to support school staff on inclusive education, differentiated instruction, behaviour management, and responding/meeting diverse learning needs of learners;
• Putting in place and training School multidisciplinary teams on how to conduct SEN assessment, develop, review and evaluate Individual Education Plan (IEPs) for eligible students in target schools;
• Support and coach School Multidisciplinary Teams (SMDTs) on conducting special needs assessments to identify learners' strengths, weaknesses, and learning needs to inform educational placement and guide instructional strategies and interventions;
• Coordinate all activities related to the provision of assistive devices to the children with disabilities in need;
• Create and coach school inclusive education clubs aiming at eradicating social stigma and negative attitudes towards children with disabilities and other special educational needs (SEN);
• Supporting and guiding in managing behavioural and emotional crises for learners with special educational needs;
• Developing and implementing behaviour intervention plans when required;
• Collaborating with teachers, parents, and professionals to develop Individual Education Plans (IEPs) that reflect students’ unique needs ensuring that educational goals are suitable and attainable;
• Monitoring the progress of students with special needs and make adjustments to IEPs as necessary;
• Coordinating resources, such as specialized equipment, materials, and support personnel, to meet the needs of learners with disabilities in the most effective and efficient manner;
• Advocating for the rights and needs of learners with disabilities within and beyond the school community;

• Serving as a liaison between parents, teachers, and other direct stakeholders to ensure effective communication regarding the needs and progress of students;
• Maintaining accurate and up-to-date records on students' academic progress, behaviour, and the effectiveness of interventions;
• Collecting, analysing, and maintaining accurate records of student progress, interventions, and services provided, in compliance with confidentiality and data privacy laws;
• Monitoring and evaluating the effectiveness of special education programs and services, and making recommendations for improvement based on data and best practices;
• Promoting an inclusive culture within the school community by advocating for inclusive practices that ensure the full participation of learners with disabilities in all aspects of school life.
• Creating partnerships with other district stakeholders working in education and social protection sectors to ensure the provision of the assistive devices and accessible materials to children with disabilities.

CANDIDATE PROFILE

• A Bachelor’sDegree in Special needs/Inclusive Education;
• A proven experience of at least 3 years working in the field of special needs and/or inclusive education;
• A proven experience working with students with a variety of special educational needs;
• Experience in advocacy and communication towards inclusion of children with disabilities and /or special educational needs;
• Strong understanding of assessment tools and strategies for developing Individual Education Plans (IEPs);
• Excellent communication and interpersonal skills for working with students, parents, and other stakeholders;
• Ability to work collaboratively in a multidisciplinary team;
• Report writing skills and experience of working in the field in remote area;
• Experience to work with persons with disabilities and or Organizations of Persons with Disabilities (OPDs) in Rwanda;
• Good spoken and written, English and Kinyarwanda languages, knowledge of French is an added value;
• Strong organizational and time management skills;
• Strong understanding of children rights, child protection and child safeguarding in a local, regional and international contexts.
• Special needs and inclusive education expertise;
• Knowledge of assistive technologies and inclusive teaching methods;
• Strong organizational skills and the ability to manage multiple tasks.

KEY COMPETENCIES

• Empathy and patience;
• Organizational skills and attention to detail;
• Ability to mentor teachers and manage complex student needs;
• Strong communication and interpersonal skills;
• Knowledge of application of competence-based curriculum (CBC).

HOW TO APPLY

Please submit your CV and a letter (maximum one A4 page) outlining your suitability for the role to apply@chanceforchildhood.org. Not later than 13^th December 2024 at Midnight. Please ensure you add the job reference – SNECORISERWA – to your email subject field.

SAFEGUARDING

Chance for Childhood is committed to safeguarding everyone we encounter.

We have a zero-tolerance policy towards any abuse, neglect, and exploitation of all people. Everyone that works with us is required to share and uphold this commitment through signing and complying with our Global Safeguarding Policy and Code of Conduct. Pre-employment checks are undertaken to ensure high standards are maintained, including a police check (or equivalent) and references.