Inclusive Educator – KLAY Preschools and day care

Department: KLAY Kove – Learning Advancement Program (LAP)

Location: Hyderabad –

Madhapur, Gachibowli, Kokapet and Manikonda

Employment Type: Full-time

Timings: 9:00 AM –

6:00 PM

- About KLAY KoveKLAY Kove supports children with developmental delays and additional learning needs through Individualized developmental support, structured early learning, inclusive classroom experiences, and collaboration with therapy professionals.

Our approach focuses on building communication, social interaction, cognitive abilities, adaptive skills, emotional regulation, and independence to help children participate meaningfully in everyday learning environments.
- Role OverviewWe are looking for an Inclusive Educator with a background in Special Education to support children with developmental delays and neurodevelopmental conditions, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and other learning and developmental needs.

The educator will plan and implement developmentally appropriate learning activities, support individualized educational goals, monitor children's progress, and collaborate with therapists and families to promote functional independence and school readiness.
- Key Responsibilities

A. Individualized

Learning and Development

· Implement individualized learning plans based on each child's developmental profile, strengths, and support needs.

· Support the development of communication, social interaction, cognitive, adaptive, behavioural, and motor-related functional skills through classroom activities.

· Adapt learning materials, instructions, and activities to suit different developmental levels.

· Use visual supports, structured teaching, modelling, prompting, and positive reinforcement where appropriate.

· Facilitate participation in group activities, circle time, play-based learning, and classroom routines.

B. Classroom Management and Inclusion

· Maintain a structured, safe, and developmentally appropriate learning environment.

· Support children in transitioning between activities and following classroom routines.

· Encourage peer interaction, turn-taking, sharing, functional communication, and independent participation.

· Implement appropriate strategies to support emotional regulation and challenging behaviours.

· Promote inclusion and participation without unnecessary restrictions or exclusion.

C. Assessment and Documentation





· Observe children's skills across everyday classroom routines and learning activities.

· Maintain developmental trackers and document each child's current level of functioning.

· Contribute to the development and review of the Present Level of Performance (PLOP) and Student Development Plan (SDP), where applicable.

· Record progress towards developmental and educational goals using observable indicators.

· Identify emerging concerns and discuss them with the clinical and operations teams.

· Maintain accurate, confidential, and timely documentation.

D. Collaboration with Therapy Teams

· Coordinate with Occupational Therapists (OT), Speech and Language Therapists (ST), and Behaviour Therapists (BT) to support the generalization of relevant skills in the classroom.

· Incorporate agreed-upon strategies from the child's developmental and educational plans into daily activities.

· Participate in case discussions, progress reviews, and interdisciplinary meetings.

· Communicate observations to the relevant professionals without independently diagnosing conditions or modifying clinical treatment plans.

E. Parent Communication

· Share objective observations about the child's participation, learning, independence, and progress.

· Participate in parent meetings and developmental review discussions.

· Suggest appropriate home-learning activities in coordination with the clinical team.

· Maintain professional communication and protect the confidentiality of children and families.

F. Safety and Skilled Conduct

· Follow child safeguarding policies, POCSO requirements, emergency procedures, and organizational SOPs.

· Maintain appropriate supervision and ensure children's safety during classroom activities and transitions.

· Respect children's dignity, individual differences, and communication needs.

· Follow organizational policies relating to documentation, consent, data privacy, and incident reporting.

- Educational Qualifications

Mandatory for the

RCI-qualified position:

· B.Ed. Special Education or D.Ed./D.El.Ed. Special Education, or another relevant qualification recognised by the Rehabilitation Council of India (RCI)



for the applicable professional category.

· Valid and active Central Rehabilitation Register (CRR) registration, where required for the role and professional practice.

- Experience

· Preferred: 1–3 years of experience working with children with developmental delays or additional learning needs.

· Experience in early childhood special education, inclusive classrooms, developmental centres, or special education settings is preferred.

· Freshers with a relevant RCI-recognised qualification and active registration may be considered based on their practical skills and suitability for the role.

- Required Skills and Competencies

· Understanding of early childhood development and developmental milestones.

· Ability to implement individualized educational and developmental goals.

· Knowledge of inclusive teaching practices and differentiated instruction.

· Ability to observe, record, and interpret children's classroom performance.

· Skills in classroom structuring, visual supports, prompting, and positive reinforcement.

· Understanding of Autism Spectrum Disorder, ADHD, communication delays, and other developmental needs.

· Ability to collaborate with multidisciplinary teams and communicate professionally with parents.

· Patience, adaptability, problem-solving skills, and a child-centred approach.

· Proficiency in maintaining developmental records, progress reports, and classroom documentation.

- Performance Expectations

The educator will be expected to:

· Implement planned learning activities consistently.

· Maintain accurate developmental documentation and progress records.

· Support progress towards individualized educational goals.

· Promote children's participation, communication, and independence.

· Collaborate effectively with therapists, facilitators, and the operations team.

· Follow classroom routines, safeguarding procedures, and organizational SOPs.

· Participate in training, supervision, and periodic performance reviews.

- Why Join KLAY Kove?

· Opportunity to work in an interdisciplinary early childhood development setting.

· Exposure to individualized learning and inclusive education practices.

· Collaboration with experienced clinical and therapy professionals.

· Opportunities for professional development in early intervention and special education.

· Meaningful involvement in supporting children's developmental progress and school readiness.

📌 Inclusive Educator (Hyderabad)
🏢 Klay
📍 Hyderabad