Special Educator – KLAY Kove Department: KLAY Kove – Learning Advancement Program

Location:
Hyderabad Role Type: Full-time 1. Role Overview The Special Educator will be responsible for planning, implementing and monitoring individualised educational programmes for children with developmental delays, Autism Spectrum Disorder (ASD), ADHD, learning difficulties and other neurodevelopmental needs. The role involves supporting children's developmental, academic, behavioural, communication and adaptive skills through structured, play-based and evidence-informed teaching strategies. The Special Educator will work closely with therapists, facilitators, parents and the clinical operations team to ensure meaningful developmental progress and successful inclusion in the classroom environment. 2.

Key Responsibilities
A. Assessment & Individualised Planning
- Conduct developmental and educational assessments to understand each child's strengths and areas of need.
- Develop and implement Present Level of Performance (PLOP) reports.
- Prepare Individualised Education Plans (IEPs) or Student Development Plans (SDPs).
- Establish measurable, developmentally appropriate learning goals.
- Review and update developmental progress every six months. B. Educational Intervention & Classroom Management
- Plan and deliver individual and small-group learning sessions.
- Implement structured teaching, visual supports, task analysis and activity-based learning.
- Support foundational skills in literacy, numeracy, cognition, communication and adaptive functioning.
- Develop school readiness, pre-academic and functional learning skills.
- Facilitate peer interaction, social participation and classroom independence.
- Adapt teaching strategies and learning materials based on individual needs. C. Behaviour & Developmental Support




- Identify learning and behavioural challenges that affect classroom participation.
- Implement positive behaviour support strategies.
- Work with therapists to reinforce communication, sensory, behavioural and functional goals.
- Support emotional regulation, attention, transitions and independent task completion.
- Maintain a safe, predictable and inclusive learning environment. D. Collaboration & Team Coordination
- Work collaboratively with Occupational Therapists, Behaviour Therapists and Speech Therapists.
- Coordinate with facilitators to ensure consistent implementation of learning goals.
- Participate in multidisciplinary case discussions and progress reviews.
- Provide guidance and demonstrate appropriate teaching strategies to classroom facilitators.
- Ensure continuity between therapy goals and classroom learning. E. Parent Communication & Documentation
- Maintain accurate child progress records and session documentation.
- Share regular developmental updates with parents.
- Participate in parent meetings and developmental review discussions.
- Recommend appropriate home-based activities to reinforce learning.
- Maintain confidentiality of child and family information. 3. Qualifications & Experience Educational Qualifications (any one):
- B.
Ed. Special Education.
- RCI-recognised qualification in Special Education.
- Diploma in Special Education (D.
Ed. Special Education).




- Master's degree in Psychology or Child Development with relevant special education experience.

Experience:
- 1–3 years of experience working with children with developmental delays or neurodevelopmental conditions.
- Experience in inclusive education, special education centres or early intervention settings is preferred.
- Freshers with relevant qualifications and practical training may also be considered. 4. Required Skills & Competencies
- Understanding of Autism, ADHD, learning disabilities and developmental delays.
- Knowledge of IEP development and developmental assessment.
- Ability to plan differentiated and developmentally appropriate learning activities.
- Classroom management and positive behaviour support skills.
- Robust observation, documentation and reporting skills.
- Effective communication and parent engagement.
- Ability to work collaboratively within a multidisciplinary team.
- Patience, adaptability and a child-centred approach. 5. Key Performance Indicators (KPIs)
- Achievement of individualised learning goals.
- Improvement in children's developmental and functional skills.
- Timely completion and review of PLOPs, SDPs and progress reports.
- Consistency in implementation of individualised learning plans.
- Classroom participation and independence outcomes.
- Parent engagement and satisfaction.
- Collaboration and coordination with the multidisciplinary team. 6. Desired Candidate Profile We are looking for a committed and child-centred educator who believes that every child can learn and develop with the right support. The ideal candidate should be observant, creative, patient and capable of translating developmental goals into meaningful everyday learning experiences.

📌 Special Educator (Hyderabad)
🏢 Klay
📍 Hyderabad