Position Description: Clinical Team Member – Special Education Teacher
Position Type: Part Time / Full Time – Negotiable
Location: Bayswater Branch
Reports to: Community Hub Manager
To assume the role of Clinical Team Member – Special Education Teacher in a trans-disciplinary team of professionals committed to family centered practice. The role is both profession specific and one of a skilled early intervention worker and family service coordinator.
1. In consultation with the Community Hub Manager, prepare, implement and evaluate developmentally appropriate programs for individual children or groups within an ASD context in a trans-disciplinary group environment, and in individual therapy sessions which may include outreach to family homes and / or preschool settings.
2. Develop child specific goals.
3. Exhibit a strong understanding of Early Childhood Development.
4. Provide information regarding early childhood development within the Early Intervention context.
5. Document all intervention information consistent with Irabina policies.
6. Undertake education sessions to families, team members and community members to improve outcomes for children with an ASD.
7. Attend regular team meetings and contribute to Irabina wide planning and evaluation of services.
8. Participate in student supervision.
9. Assist and advise in matters pertaining to the delivery of education services at Irabina.
10. Mentor, support and assist in the development of Educators and Educator Assistants.
11. Develop and coordinate specific groups or projects as negotiated within the clinical team.
12. Participate in clinical supervision.
13. Responsible for ensuring that records are maintained accurately for each child in their care.
14. Responsible for ensuring a safe environment is maintained for both staff and children.
15. Develop, implement and evaluate daily care routines.
16. Ensure that Irabina’s service’s policies and procedures are adhered to.
17. Participate in Irabina Performance, Development and Review process.
18. Operate within the Irabina “Living our Values” Code of Conduct.
The following core competencies are those that Irabina believes all Clinical Team Member – Special Education Teacher, working with a child with autism in early intervention should be working towards. As an organisation we provide assistance to employees in attaining this knowledge, experience and professionalism.
The following core competencies are those that Irabina believes all Clinical Team Member – Special Education Teacher working with a child with autism in early intervention should be working towards. As an organisation we provide assistance to employees in attaining this knowledge, experience and professionalism.
1. Develop abilities of children with an Autism Spectrum Disorder
a. Knowledge of typical childhood skill development and its applications.
b. Knowledge of atypical childhood skill development and how this impacts on young children with an Autism Spectrum Disorder.
c. Knowledge of how environmental factors influence interventions on a child with an Autism Spectrum Disorder.
d. Ability to foster relationships with the child to support their learning, development and skills.
2. Strengthen family participation in a child’s development
a. Understanding of a family centred practice and how this impacts on the interventions undertaken.
b. Ability to enable families to recognise and develop their own strengths in relation to their child with an Autism Spectrum Disorder.
c. Ability to identify family need and to work in partnership with the family and other professionals to ensure that the family’s needs are addressed.
d. Ability to create conditions which enable a family to advocate for their child to the degree they choose.
3. Optimise community inclusion for young children with an Autism Spectrum Disorder
a. Understanding of what an inclusive environment is for a child with an Autism Spectrum Disorder and ability to promote this within a child’s natural settings.
b. Within a child’s own community, ability to encourage the capacity of individuals who can support their inclusion.
4. Service Delivery
a. Ability to assess a child’s ability to participate confidently at home and in their local community through formal and informal assessments.
b. Experience in writing detailed service plans based on the families identified needs and strengths and with their input and approval.
c. Deliver current therapy interventions, both individually and group focussed, in line with the identified needs of the child and best practice.
d. To work efficiently and effectively within specified time frames allocated for service.
e. To work in a trans-disciplinary team environment and communicate and collaborate with other clinicians and support staff.
f. Ability to listen to parents and to provide feedback on their child’s progress in an open, honest and caring environment.
g. Ability to provide information to the community in relation to your knowledge learnt from children with an Autism Spectrum Disorder.
h. Ability to produce written information, such as professional reports, parent handouts and other material according to standards set by Irabina within a specified time frame.
5. Engagement of others
a. Knowledge if the Early Intervention sector and how to work within this sector to provide improved outcomes for Irabina and families and children.
6. Develop own Capabilities
a. Open to looking for and acting positively upon feedback in relation to your own performance.
b. Participation in professional development of yourself and other team members.
c. Ability to implement professional development to achieve better personal, family and organisational outcomes.
1. Teaching qualification – Bachelor of Early Childhood Education.
2. Experience in working in mainstream early childhood settings.
3. Awareness of principles of, and dedication to evidence based practice.
4. Awareness of the principles of family centred practice.
5. Applicants must undergo a Working with Children Check.
6. Current driver’s license.
7. Excellent communication and interpersonal skills.
8. Commitment to providing services to people from diverse language/cultural backgrounds.
1. Special Education qualification.
2. Experience in working in specialist settings.
3. Experience with planning and developing intervention for children with Autism Spectrum Disorder.
4. Experience leading/ supervising junior staff and students.
5. Experience presenting information to families and professionals.
BASIC & PHYSICAL REQUIREMENTS:
• Must be able to lift up to 25 kilos.
• Must be able to lift and carry clients with adaptive equipment.
• Must be able to assume and maintain a variety of postures (kneeling, squatting, crawling, sitting, standing) for extended periods of time.
• Must be able to sit on the floor or stand for extended periods of time.
• Must have manual dexterity to perform specific computer and electronic device functions for data collection.
• Must be physically present at the assigned job location, which may include home, school, and community placements.
• Must be able to receive detailed information through oral communication.
• Must have visual acuity to read and comprehend written communication through computer, electronic devices, and paper means.