• Design and execute tiered intervention systems for students with learning differences
• Work to identify students with additional support needs to ensure their needs are met.
• Implement Universal Design for Learning principles and integrate assistive technology to support core subjects.
• Develop matrices detailing accommodations for math, literacy and science.
• Contribute to the creation of a differentiated programme that both challenges and meets the needs of all students.
• Develop strong relationships with parents and caregivers, ensuring a collaborative approach to student support.
• Serve as the liaison between the school and external specialists, including psychologists, speech therapists, and occupational therapists.
• Conduct reviews with teachers to adjust intervention intensity, modify instructional strategies, and recommend subject-specific accommodations.
• Assist with the transition of students from PYP to MYP, which includes leading parent meetings, documenting the meetings and tracking the student’s progress.

The requirements

• A minimum of a Bachelor’s degree from a recognized University preferably in special educational needs / inclusive education.
• Should have an internationally recognized teaching qualification or a BEd /MEd
• At least 5 years teaching experience in special educational needs.
• Certification in specialized methodologies
• Ability to lead multi-disciplinary teams and work collaboratively with teachers, parents, and external specialists.
• Excellent communication, organization, and problem-solving skills.

go to method of application »

Responsibilities

• Plan, implement, support and evaluate a comprehensive, developmental, results-based counselling program aligned with ISCA Student Standards and the IB philosophy.
• Integrate social-emotional learning (SEL) and student well-being into the school’s curriculum and culture.
• Deliver individual and group counselling to address students’  social, emotional, and behavioural needs.
• Support students’ personal development, resilience, and sense of belonging, in line with the Academies’ Learner Profile.
• Provide dedicated counselling and pastoral care to residential students, addressing challenges related to adjustment, homesickness, cultural transition, and interpersonal relationships.
• Collaborate closely with residential life staff, heads of houses, and families to ensure a safe, supportive, and nurturing boarding environment.
• Facilitate workshops and group activities aimed at promoting community, well-being, and life skills among boarding students.
• Monitor and advocate for the mental health and welfare of residential students, coordinating referra