Inclusive Education Teacher Jobs in Kenya

The Jesuit Refugee Service (JRS) is an international non-governmental organization with a mission to accompany, serve, and advocate for the rights of refugees and forcibly displaced people. The organization was founded in November 1980 and has a presence in 56 countries. JRS undertakes services at national and regional levels with the support and guidance of an international office in Rome. The style of JRS service is human and spiritual, working in situations of greatest need, seeking the long-term wellbeing of refugees and displaced persons, while not neglecting their immediate or urgent needs. JRS offers opportunities to a wide variety of staff, local and international, while maintaining a realistic and localized scheme of salary/stipend, insurance, etc.

JRS is seeking to recruit a suitable candidate for the position of Special Education Teacher. As part of the JRS Inclusive Education Department in Kakuma, this position will provide technical support to inclusive education programs that are being offered in Kakuma refugee camp. Specifically, JRS is aiming at reinforcing the interventions to children with different impairments in Kakuma and Kalobeyei camps. Thus, this new Special Education teacher will be assigned to give technical guidance to the refugee teachers in the five JRS centres.

Requirements of the Position

Responsibilities and tasks

Under the supervision of the Inclusive Education Coordinator and in collaboration with other inclusive education department team members, the Special Education teacher will perform the following responsibilities and tasks:

· Assess learners’ abilities and assist the teachers in the development of teaching plans

· Guide teachers in adapting learning materials to learners’ needs

· Keep track of and reflect on learners’ progress

· Monitor children’s behavioral patterns and arrange appropriate interventions if needed

· Prepare learners for transition to the next grade or mainstream schools

· Inform parents about their children’s performance and potential problems

· Coach/mentor the refugee staff who work with children with disabilities

· Collaborate with the support staff (e.g. Psychosocial Officer, Occupational Therapist and speech therapists) to create holistic intervention plans**

· Collaborate with classroom teachers to develop individual education plans for the child in the project.

· Work with the Refugee teachers to ensure all curriculum objectives are aligned with the Education standards and the targets of JRS project plan.

· Develop and facilitate a professional learning and care staff team focused on the highest attainable model quality’.

· Conduct regular observation in all five Inclusive Education and maintain records.

· Engage the Inclusive Education staff in individual and group reflective coaching to discuss observations and Develop a plan to strengthen challenging areas and build on areas of strength.

· Support peer observation and learning between the Inclusive Education staff of the five centres.

Required Professional Qualification:

  • Qualification in Early Childhood Development ECD), P1 & or with a Diploma or Bed in Special Education
  • 3 years minimum working experience in inclusive education or 3 years working experience in a well-established ECD or primary program is an added advantage.
  • Good knowledge of current Inclusive education topics and methodologies and keeps abreast with new developments in the sector.
  • Experience working with children with a wide range of disabilities
  • Ability to create IEPs
  • A patient, resourceful, and resilient personality
  • Excellent interpersonal and communication skills
  • Registered by the Teacher Service Commission

· Competencies: Functional assessment of children with special needs and teacher trainer

· Special preference to person with specialization in Intellectual disabilities.

Relevant Experience:

· At least 4 years of progressive experience as Special Education teacher

· Experience gained within an international humanitarian NGO will be an added advantage.

· Experience in inclusive education and safe learning environments initiatives

· Experienced in using learner centred model of teaching

Personal Attributes for all above positions

· Good team player: able to take direction and work collaboratively with others.

· Ability to communicate in a highly professional manner with clients, community members and professional partners

· Strong administrative skills, Problem solving, conflict resolution skills & ability to maintain confidentiality

· Able to complete required reporting and documentation by deadlines

· Able to work independently; self-motivated & Ability to work in a challenging environment.

· Ability to promote the values of equality, non-discrimination, and human rights for all.

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