SPED Teacher

LIGHTHOUSE SCHOOL; Singapore; On-site; SGD 40,000 - 70,000; Full time

Job summary

LIGHTHOUSE SCHOOL is seeking a SPED Teacher to design customised learning support for students with special needs. You will work with families, allied professionals, and the community to help students reach their learning goals and enjoy a higher quality of life.

Responsibilities include planning engaging lessons, using evidence-based pedagogy, and implementing assessments to monitor progress while supporting individual student needs and IEP/ITP goals.

Qualifications

• Diploma in Special Education (DISE) preferred.
• Strong collaboration with families and allied professionals.
• Experience with diverse learner needs and inclusive practices.

Responsibilities

• Design customised learning support to help students with special needs.
• Collaborate with allied professionals, social workers, families, and community.
• Plan engaging, well-paced lessons and assess student progress.

Skills

Team player

Communication with caregivers

Community collaboration

Inclusive education

Education

Diploma in Special Education (DISE)

Job description

Job Scope of SPED Teacher

The role of a SPED Teacher is to design and develop customised learning support to help students with special needs cope and achieve their learning objectives. The SPED Teacher will be working closely with allied professionals, social workers, psychologists, families, and the community to help the students to reach their fullest potential and enjoy an enhanced quality of life.

KEY RESPONSIBILITIES

Curriculum and Instructional Excellence

• Plan engaging and well-paced lessons taking into account the diverse learner profiles of students
• Deliver engaging lessons using evidence-based pedagogy and meaningful activities, to meet the educational needs of individual students
• Implement appropriate modes of assessment to monitor student progress by providing accurate feedback, and implementing suitable instructional supports to close gaps.

Holistic Student Development

• Build a strong relationship with students by demonstrating care, concern and encouragement
• Formulate data-based, student-centered IEP/ITP process for all students, and support their attainment of IEP/ITP goals through appropriate strategies implemented in partnership with families/caregivers, Allied Professionals and other relevant stakeholders
• Design and implement positive, robust classroom routines and practices to create and maintain a safe and conducive learning environment as well as foster student development and well-being
• Implement techniques and behaviour plans to manage students with complex and challenging behaviours
• Manage emergency situations to resolve any immediate safety concerns and implement required school processes

Professional Development

• Participate in professional learning teams to foster collaborative learning between staff members
• Proactively engage in professional development for knowledge and skills development

Projects, Programmes and Initiatives

• Assist in CCA to enhance students’ learning experiences
• Participate as a committee member to support various school initiatives and/or events

Partnerships and Stakeholder Management

• Maintain direct communications with external stakeholders (e.g. families, caregivers, community partners and commercial partners) to support students and/or school initiatives
• Work in partnership with families to support student learning and Transition Planning to achieve positive post-school outcomes

Organization Management and Development

• Manage daily administrative tasks (e.g. track attendance, collect forms, update families/caregivers).

OTHER RESPONSIBILITIES

• Conduct parent education sessions to help families/caregivers’ build their understanding of their child’s needs.
• Implement appropriate methods and tools to better support ongoing, sustainable student development, including Augmentative and Alternative Communication (AAC) methods and Assistive Technology for learning.

REQUIREMENTS

• At least 2 ‘A’/ H2 Level passes and 2 AO/H1 passes (including GP or Knowledge Inquiry) or a recognized local polytechnic diploma
• Possessed a Diploma in Special Education (DISE) would be highly preferred
• Knowledge of Braille and / or Sign Language would be advantageous
• Experience working with individuals with sensory impairment would be advantageousPassionate to serve in the special needs sector
• Team player and can communicate with students, caregivers and associates ofdifferent culture/ backgrounds