Looking for self-motivated individuals to work one-to-one with children with special needs in a school setting ( CBSE, IB, IGCSE, other International Boards) for half-day and full-day school hours.

Responsibilities

- Classroom Learning Support

- Support the child in understanding and following classroom instructions.
- Break complex tasks into smaller, manageable steps.
- Provide individual guidance to help the child initiate, complete, and transition between activities.
- Adapt learning strategies in coordination with the class teacher and special educator.
- Encourage active participation in academic activities without completing tasks on the child's behalf.

2. Behavioural and Emotional Support
- Help the child understand classroom expectations, routines, and boundaries.
- Identify potential triggers for distress, frustration, or behavioural difficulties.
- Use positive reinforcement, visual supports, structured routines, and other appropriate strategies.
- Support emotional regulation and help the child manage transitions and unexpected changes.
- Respond to challenging situations calmly, respectfully, and consistently.

3. Communication and Social Skills
- Facilitate appropriate communication with teachers and peers.
- Encourage participation in group activities, collaborative tasks, and peer interactions.
- Support the development of turn-taking, sharing, waiting, and conversational skills.
- Respect the child's preferred communication method, including verbal communication, gestures, or augmentative and alternative communication (AAC), where applicable.

4. Development of Independence




- Gradually reduce prompts and assistance as the child's skills improve.
- Encourage independent completion of classroom tasks and daily routines.
- Support self-help skills, organisation of belongings, and age-appropriate personal care, where required and agreed upon.
- Promote decision-making, problem-solving, and self-advocacy.
- Avoid creating unnecessary dependence on one-to-one adult support.

5. Collaboration with School Staff
- Coordinate with the class teacher, special educator, school counsellor, and other relevant professionals.
- Follow the child's Individualised Education Plan (IEP) or agreed support plan, where available.
- Implement classroom strategies consistently and communicate observations to the relevant school team.
- Respect school policies, professional boundaries, and the roles of other educators.

6. Observation and Progress Monitoring
- Observe the child's participation, learning, communication, behaviour, and independence.
- Maintain regular records of progress, challenges, strategies used, and support required.
- Share objective and relevant observations with authorised school personnel and parents.
- Contribute to periodic reviews of goals and support strategies.

7.



Support During Transitions and School Activities
- Assist the child in transitioning between lessons, classrooms, playground activities, and other school routines.
- Facilitate participation in assemblies, field trips, extracurricular activities, and group events.
- Prepare the child for changes in routine using advance warnings, visual schedules, or other suitable supports.
- Support secure participation while promoting inclusion with peers.

8. Safety, Dignity, and Confidentiality
- Help maintain a safe, accessible, and supportive learning environment.
- Respect the child's dignity, privacy, preferences, and individual differences.
- Maintain confidentiality of the child's personal, developmental, educational, and family information.
- Follow school safeguarding procedures and report safety concerns through the appropriate channels.
- Use only approved, respectful, and non-punitive support strategies.

9. Parent and Caregiver Communication
- Share relevant observations and progress updates with parents or authorised caregivers through agreed communication channels.
- Discuss practical strategies that can support consistency between home and school.
- Communicate concerns professionally without making unsupported diagnoses or promises.
- Maintain appropriate professional boundaries in all interactions.

Qualifications

B.Ed., M.Ed.. (Special Education), B.A., M.A. (Psychology), experienced teachers, and any relevant education in the field related to special needs.

📌 Shadow teachers (New Delhi)
🏢 LoveForLife Rehabilitation Services
📍 New Delhi