Primary Special Needs Teacher maitre G

**MISSION**

The specialist teacher works in the specific professional context of an inclusive education system, at IFS within the ‘Tous inclusIFS’ system.

**GENERAL RESPONSIBILITIES**
- Contributes to the development and implementation of an inclusive school project.
- Coordinates actions with members of the educational community for the schooling and support of pupils.
- Works to make learning accessible within the framework of the programmes in force and the common foundation of knowledge, skills and culture.
- Works in conjunction with the other teachers in the school.
- Is part of a cooperative approach with various players and partners. The specialist teacher acts as an expert in the analysis of special educational needs and the responses to be developed.
- Develops or contributes to the development and implementation of individualised projects with a view to a pathway to success.
- Adopts and uses appropriate assessment methods and tools.
- Is responsible for preventing learning difficulties.
- Defines personalised and explicit learning strategies. The specialist teacher acts as a resource person for inclusive education in a variety of situations
- Appropriates and disseminates the ethical and societal issues involved in inclusive schools.
- Responds in the context of practice to requests for advice concerning the development of concerted pedagogical responses to special educational needs.
- Prevents the emergence of difficulties in certain pupils who are particularly vulnerable.
- Builds professional relationships with families, involving them in the educational process

**SPECIFIC RESPONSIBILITIES**
- Seeks and participates in the implementation of pedagogical and educational behaviours adapted to the difficulties or disorders that may affect a child's learning or behaviour.
- Identifies behavioural difficulties in pupils and implements educational action to change them.
- Integrates and articulates multi-disciplinary theoretical approaches (social, affective and cognitive psychology) relating to the dynamics of child development (processes of autonomisation and socialisation linked to the construction of thinking activity) and to children's difficulties. Knows the essential notions and concepts relating to child psychopathology.
- Has a good grasp of the methodology of re-educational intervention; the notion of the re-educational framework and process. Knows the mediations that can be used in re-education in order to make a choice appropriate to the situation.
- Builds an appropriate relationship, depending on the child's personality, which makes it possible to energise the re-educational process.
- Be able to relate the child's behaviour in re-education to the teaching practices and achievements expected in the classroom.
- be able to read a psychological examination report in order to use the data required for his/her action.

**SKILLS, EXPERIENCE AND TRAINING REQUIRED**
- National Education teacher or equivalent profile
- Holder of a CAPA SH (preferably option G) or a CAPPEI
- Teaching experience in nursery and/or primary education required
- Experience in an international context appreciated
- Organisational skills and cooperation with families and school partners
- Responsiveness and availability
- Ability to adapt and caring attitude
- Excellent written and spoken communication skills
- Strong ability to work as part of a team and to take on the role of resource person
- Good command of digital tools
- Ability to adapt to non-French-speaking students
- Fluency in English (B2 level and above) appreciated for working with bilingual (French and English-speaking) students and families.

**WORKING CONDITIONS**
- Full-time positions of 27 hours/week
- Remuneration based on diploma, experience and IFS salary scale
- Start date: end of August 2025