Development Support Specialist

About the Role

The Development Support Specialist joins the Child Support Services team, aiming to foster educational inclusivity within NTUC First Campus preschools. This role focuses on enhancing teachers' competencies in supporting children requiring moderate to high levels of intervention assistance.

Key Responsibilities

• The specialist will be assigned to one or multiple MFS centres needing additional support beyond existing Child Support Services programs like DSLS, DS-Plus, INSP, or CCF.
• Maintain a support ratio of one specialist to fifteen children, involving dual schoolers attending EIPIC, children awaiting EIPIC placement, or those pending clinical assessments.
• Collaborate effectively with multiple stakeholders such as MFS cluster principals, teachers, NFCs, in-house therapists, parents, EIPIC schools, and external therapists.
• Work alongside interventionists and therapists to develop functional Individualized Education Plan (IEP) goals for dual schoolers and children on waitlists.
• Independently manage and plan supporting schedules for assigned children.
• Provide classroom support in coordination with teachers for dual schoolers and waitlisted children.
• Guide teachers in implementing creative differentiated instruction strategies—including modifications and adaptations—to facilitate better integration of children in mainstream classrooms.
• Offer teachers strategies and resource materials to assist children with learning needs within classroom settings.

Job Requirements

• Minimum five years’ experience as a Senior Learning Support Educator; or
• Possession of an Advanced Diploma in Early Childhood Intervention, Special Needs (ADESN); or
• Experience with EIPIC programs coupled with over two years’ background in Early Childhood Education.

Professional Attributes

• Strong communication and collaborative capabilities.
• Sound knowledge in identifying various learning needs, including Global Developmental Delay (GDD), Autism Spectrum Disorder (ASD), and Attention Deficit Hyperactivity Disorder (ADHD).
• Specialized expertise in special needs is advantageous.
• Excellent observational skills and resourcefulness.
• Confident, responsible, and capable of guiding, demonstrating, and coaching teaching staff.
• Effective planner with punctuality in report submissions.
• Proactive with ability to work independently and exercise good initiative.