- Contribute to the assessment of children with special educational needs in partnership with early years settings;
- Contribute to the planning and delivery of individual programmes for identified children who require more intensive support;
- Prepare materials that may be required to support the individual child in the home and pre-school context as well as other aspects of the school setting;
- Work closely with setting practitioners and special educational needs co-ordinators in schools to practice effective strategies and interventions in relation to individual children;
- Contribute to the monitoring and review of children's progress in line with agreed service protocols;
- Support the transition of referred children into to their pre-school and year 1 provision.
- Provide a caring and empathetic service to families demonstrating an understanding of their experiences and the challenges they may face;
- Provide professional advice and support to parents of children who have been identified as having special educational needs;
- Work closely with parents to model and practice effective strategies and interventions in relation to individual children;
- Liaise with parents and early educational settings to promote active partnership working and to seek consistency of approaches within the home and educational settings;
- Encourage and facilitate parental partnership working with the pre-school setting and with the primary school setting as a child moves towards transition to preschool/primary school.
- Provide setting-based targeted support and pupil advisory support following service pathways;
- Seek feedback from pre-school settings in order to maintain an ongoing evaluation of the service;
- Provide advice to early years settings regarding practitioner themes including understanding a child's learning difficulties and the use of appropriate assessment, strategies, materials and equipment;
- Support lead trainers in providing centre-based and setting-based training for early years' settings;
- Provide, where appropriate and under guidance, a 'link' role to selected settings which will involve regular communication with key staff and responding to requests for support in line with service protocols for processing requests.
- Participate in a co-ordinated approach in addressing the special educational needs of a child with complex learning difficulties;
- Follow service protocols in relation to collaborative working to ensure an efficient use of service time and resources;
- Follow a co-ordinated approach in the identification, assessment and support for children with SEN;
- Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, Pupil Support Services and other statutory and voluntary services/agencies;
- Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children.
- Prepare, as approppriate, reports on support provided to settings and on the progress of individual children under the supervision of a designated member of the service.
- Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker );
- Co-operate in the implementation of Information and Communication Technology.
Continuing Professional Development Participate in and contribute to the service staff development programme
- Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals;
- Support the professional development of other team members in line with a transdisciplinary model of team development.
- Comply with EA policies and procedures in relation to the duties and responsibilities of the post
- Contribute to the ongoing evaluation of the service
- Maintain at all times confidentiality of information received.
- Any such other duties that the EA may from time to time require.
Intervention Officer - Antrim, United Kingdom - Education Authority
Description
JOB PURPOSE
The Intervention Officer will work as part of a regional transdisciplinary team to support the work of the SEN Early Years Inclusion Service. The Intervention Officer will also contribute to training and cluster programmes, participate in collaborative working and contribute to the development of the service with the guidance of senior team members.
As a member of a transdisciplinary team, the Intervenetion Officer will work across traditional role boundaries. In promoting an effective and efficient service, all team members will be committed to the development of knowledge and skills beyond one specialist field.
MAIN DUTIES AND RESPONSIBILITIES
Training, advice and support for service users
Children:
Work within the guidance of designated team members to support children referred to the SEN EYIS:
Families
Work within the guidance of designated team members to support families of children with SEN:
Educational professionals
Work within the guidance of designated team members to support early years educational settings:
Collaboration and Inter-agency Work
Record Keeping and Information Technology
Maintain records of support and provide reports in line with agreed protocols;
Other Duties