Learning Support Officer

COMPANY DESCRIPTION

MINDS has been caring for Persons with Intellectual Disabilities (PWIDs) and their families since 1962.

Grounded in the belief that all PWIDs have innate abilities and talents, MINDS is committed to empowering them and enhancing their quality of life, while advocating for greater inclusivity for PWIDs as a nation.

MINDS is today one of the largest charities in Singapore employing more than 850 staff. With the key focus to expand community-based services, improving the employability of PWIDS, strengthening education, and engendering inclusive community living, MINDS offers a holistic range of services and programmes across the PWIDs' lifespan.

These include schools, employment and training development centres, home-based care services and community-based services to cater to the physical, psychological, environmental and social needs of PWIDs. For more information, please visit

DESIGNATION : Learning Support Officer (1-year contract)

RESPONSIBILITIES

The role of the Learning Support Officer (LSO) is to support Teachers in the conduct of lessons and school programmes, to maximise student engagement in learning.

The LSO will work in support of, and in collaboration with teachers to provide for safe, conducive and engaging curricular and co-curricular programmes for students. The LSO will also collaborate with other staff, such as HODs, allied professionals, teacher assistants and admin staff as necessary, in the efforts to support effective teaching and learning.

The LSO may be assigned in specific areas of need, such as (and not limited to):
•

• IT-enriched or technology-assisted learning
  •
• Domestic Science / Food & Beverage learning
  •
• Vocational training which includes transition planning
  •
• ASD-friendly structures and strategies
  •
• Learning in authentic / outdoor /community-based settings.

The LSO will manage resources and data related to the day-to-day supporting role in the specific area(s) assigned.

The LSO may be assigned to participate in school projects or committee roles.

Supporting the curriculum

• Assist in creating clean, safe and conducive learning environment which promotes student leaning and development.
• Assist teachers in sourcing for, preparing and producing learning materials.
• Assist and guide students in carrying out instructions and activities during and after lessons/programmes.
• Assist departments to source for relevant programmes / activities.

Holistic student development

• Build relationships with students.
• Support teachers with input on students' individualised learning needs and goals.
• Assist teachers with data collection and management related to specific areas of support to enhance student learning and experience.
• Collaborate with allied professionals and other relevant staff to support students' development and well-being.

Professional development

• Proactively engage in professional development activities for knowledge and skills development to enhance service delivery.

Differentiated Role Profile

The LSO's role may be differentiated and focused on specific areas of need, such as (and not limited to):

• Support class lessons in the following areas:

• IT-enriched or Technology-assisted programmes, which includes training and guidance in the use of devices and application.

• Domestic Science programme, which includes setting up the room, preparation of materials and equipment for use, and cleaning up after lesson.

• Vocational programme which includes WSQ courses

• Supporting transition planning, to coordinate with different staff (teachers, AHPs, JCs) and caregivers, to facilitate:

• IEP/ITP meetings

• Family Envision Meetings

• ASD-friendly structures and strategies, which include

• Maintain ASD-friendly structures (e.g. visual schedules, work systems, sensory corner)

• Develop appropriate ASD-friendly learning resources

• Implement classroom routines

• Set up appropriate environment for out-of-classroom setting

• Learning in authentic/ outdoor/ community-based settings, which include

• Source for alternative learning spaces that enrich student learning

• Conduct recce and risk-assessment of outdoor settings

• Liaise with community/ external partners

• Co-teach/ coach students in PE/CCA and out-of-class lessons

QUALIFICATIONS

• GCE 'A' Levels, Higher NITEC or Diploma
• At least 2 years of experience related to education/ special needs. Experience in the school's specific areas of need is an advantage

OTHER INFORMATION

• Ability to work independently as well as part of a team
• Good interpersonal and communication skills
• Strong organisation, time management and mulit-tasking skills
• Great attention to details with positive attitude