Inclusion Focal Point

The inclusion focal points will be supporting the inclusion officer for the inclusion of children with disabilities as per the tasks and responsibilities outlined below at the center level.

• Drafting Individualized Education Plans (IEP) in coordination with the inclusion officer (Modify curriculum objectives if needed in coordination with teachers and inclusion officers, so that the content is appropriate to specific children)
• Assist teachers and outreach volunteers in early identification (including in-class observation if needed, for both identification and confirmation of inclusion practices in the classroom) – Inclusion officers will come up with a unified checklist to support IFPs in early identification and will train them on using it
• Act as a link between the Inclusion officer, teachers, and therapists to ensure coordination and flow of information among all
• Support inclusion officer in collecting any official papers of assessments previously done to the child (from caregivers)
• Support inclusion officer in filling the Disability Tracking Sheet (bio data, noting the number of therapy sessions taken by the child…) in coordination with the therapists and caregivers. Follow up with caregivers to confirm attendance of therapy sessions or to clarify reason if not
• Support the parental engagement on disability inclusion in each center
• Support in field/home visits upon need and without incurring any additional costs on the IFP
• Report cases of abuse, bullying, protection risks… of CWDs in the center to the inclusion officer and the social worker in center
• Regular reporting and coordination with the inclusion officers based on the agreed plan with the officers
• If IFP have a technical background, they could accompany caregivers/children to the assessments’ sessions and devices assessments/measurements sessions (transportation should be provided by the organization)
• Participate in all capacity building opportunities

Requirements & Skills

• University students/fresh graduates from the following majors (Special education, Psychomotor therapy, speech & language therapy, occupational therapy, Applied Behavior Analysis, Psychology, Social work/medico-social or any relevant sector) and 1 to 2 years experience in a relevant field
• Communication skills: should be able to communicate effectively, both orally and in writing, clearly articulate information, be a good listener and be able to establish positive relationships and build trust with people at all levels
• Planning skills: should be able to develop and respect work plans, work independently, manage time effectively, and meet deadlines
• Social consciousness: should be socially aware of the socio-economic situation of the area and how it can affect children’s enrolment in and attendance of education
• Knowledge of contextual diversity of various areas of Akkar, Lebanon