RESPONSIBILITIES

1. Undertake social case work and provide individual and family counselling as a member of the rehabilitation team.

• Responsible for assigned casework, counselling work, family work and social group work to clients and their caregivers.
• Work as a multi-disciplinary team member with the staff and Therapy Rehabilitation Centre to deliver total care and effective services.
• Conduct initial screening of referred clients, provide on-going assessment of the clients and attend case conferences.
• Conduct needs assessment and risk assessment for all cases and including complex cases.
• Review social report and documentations prepared by Social Workers to ensure quality standards.
• Evaluate the financial assessment put forward by Social Workers for consideration of Programme fees, transport and equipment subsidies.
• Review cases that meet the Financial Assistance scheme criteria.
• Review cases for consideration of higher subsidies when appropriate.
• Represent and lead case in case conference with relevant stakeholders including allied professionals, hospitals, social service agencies to support the families in need.
• Guide Social Workers to manage and mitigate risks related to client safety and welfare, family violence, caregiver stress and well-being through observation, caregiver interviews and home visits.
• Screen suspected abuse using Child Abuse Reporting Guide and Sector-Specific Screening Guide, develop intervention plan and guide Social Workers.
• Participate in the related working committees and projects: Professional Sub-committee, Other Sub-committees or Projects as directed by the Head of social work department.

2. Network with other agencies or community groups

• Able to build good rapport with relevant stakeholders and external agencies to mobilise resources in meeting needs of clients that includes making applications for financial and non-financial assistance such as transport/equipment subsidies, institutional care, educational facilities etc.
• Guide social workers to assist clients to transit from one programme to another programme to meet their developmental needs in different life stages.
• Collaborate with internal and external stakeholders e.g., Social Service Agencies, hospitals etc to deliver and improve client’s care and service.
• Participate in social work practice across disciplines.Participate in caregivers’ support work activities and public education.
• Advocate and lead the development of specific programmes targeted at service gaps and service delivery issues
• Assist in the planning, monitoring and evaluation of services rendered
• Formulate group work intervention plans
• Plan, design and lead therapeutic group work to address needs of clients across Programme
• Supervise facilitation of support group/group work.
• Evaluate progress and effectiveness of group work interventions
• Participate in providing necessary training and supervision to social work-related activities.
• Participate in public educational talks and presentations to promote better understanding and management of people with disabilities.

4. Lead environmental scans and community needs assessments to identify gaps and develop new initiatives

5. Provide administrative support to the department.

• Guide the social workers on the documentation of all work intervention/activities and maintain a database of clients’ record.
• Provide information and necessary reports to the various management committees.

6. Undertake relevant duties as assigned by staff-in-charge.

• Seek out and engage in continuous learning opportunities (e.g. participate in community of practice meetings to further develop skills and capabilities)
• Attend professional development course and maintain the requirements for accreditation and renewal of membership with SASW.
• Share new practice knowledge with others
• Assist in the clinical supervision of the SW II and SW I (e.g. casework, group work etc.)
• Supervise interns on placement
• Support professional development of social workers within the organization
• Conduct skill-based education and training for fresh/junior social workers and other related professionals to share knowledge and skills.
• Guide the social workers in the delivery of social services to ensure compliant with relevant legislation, organization procedure, policies and professional codes of conduct to uphold standards of best practices.
• Maintain a high level of ethical standards and professionalism.
• Support the objectives and work of the Association.
• Conduct relevant research, data collection and analyse when necessary.
• Review models of care and service delivery based on evidence-based practice
• Undertake any duties or projects as and when required assigned by Head of Social Work.

REQUIREMENTS

• Bachelor’s Degree in Social Work from a recognized university.
• Minimum 5 years of experience as a Social Worker; must be a registered social worker with SASW.
• Strong listening, communication, and counseling skills, with excellent organizational abilities.
• Demonstrates empathy, compassion, and a client-centered approach.
• Able to advocate effectively for clients and caregivers.
• Proficient in assessing family needs and developing appropriate support plans.
• Skilled in collaborating and networking with both internal teams and external resources.

Working Locations: CPAS - 65 Pasir Ris Drive 1 Singapore 519529

Interested applicants, please email your detailed resume to: [email protected]

Please note that only shortlisted applicants will be notified of the outcome of the job application.

RESPONSIBILITIES  

1. Assessment, Identification & Implementation of Therapy Programmes
   1. Assess and identify individual needs of clients, formulate / develop and implement appropriate individualized occupational therapy programmes. These would include developmental checklist, activities of daily living, upper limb function and control, trunk balance and control, sensory deficits or any other issues, perceptual skills, cognition behavior and social skills training, pre-vocational and advanced daily living.
   2. Work with clients on a one-to-one basis, in a group or in classroom setting based on their levels of functions and severity of disability.
   3. Liaise with various disciplines involved in the rehabilitative treatment process.
   4. Evaluate and document clients' occupational therapy needs and progress at regular intervals, monitor training programmes and review their effectiveness.
   5. Refer clients to the respective specialists for consultation and appropriate intervention.
   6. Provide occupational therapy consultation, support and upgrade on the clients' progress and status to relevant members of the rehabilitation team, parents and caregivers.
   7. Evaluate, prescribe and fabricate / purchase assistive devices as required by the clients to improve function.
   8. Train and supervise parents, caregivers and volunteers in the maintenance of occupational therapy programmes.
   9. Be involved in discussions of client-related issues with parents, caregivers, volunteers and members of the rehabilitative team.
   10. To be able to work in Trans disciplinary set up.

2. Special Education School

1. Involve in individual, group activity programmers conducted for children in special school setting and perform in transdisciplinary set up.
2. Train and teach schoolteachers / teacher aides in relevant basic techniques of occupational therapy to facilitate implementation in classroom setting
3. Liaise and teach parents in client handling skills to ensure and encourage continuity of occupational therapy programmes both at school and home
4. Provide support and counseling to families of clients when required
5. Evaluate, prescribe and fabricate / purchase assistive devices as required by the clients to improve their functionalities.
6. Monitoring seating / positioning in classroom and provide necessary recommendations
7. Adopt and practice the NCSS Best Practice Guideline (BPG) for therapists.

3. Administration

1. Maintain efficient occupational therapy records of clientele and ensure complete documentation on the following:

• Initial assessment
• Re-assessment
• Therapy goals, aims and objectives
• Review therapy goals when necessary
• Schedule planning
• Discharge planning
• BPG Monthly report by the first week of the following month.
• Update attendance of clients regularly.
• Maintain database of all clients

2. Monitor and attaining a high level of professionalism for the benchmarks set – Enhanced Programme Evaluation System (EPES) and Best Practice Guidelines (BPG)
3. Ensure that the administrative duties relevant to departmental work are carried out
4. Evaluation of effectiveness and relevance of program

4. Professional/Staff Development

1. Keep abreast of the latest development in service delivery of occupational therapy related areas to ensure that therapy programmes are kept updated.
2. Conduct in-house training programmes for relevant staff, teachers, parents, caregivers and volunteers in the organization.
3. Involve in research where possible, relevant to areas of occupational therapy service delivery.

5. Other Activities

1. Work with a Transdisciplinary team in integrating the clients into the community.
2. Participate actively in the related working committees and projects that involve multi-discipline:

• Professional Sub Committee
• Case & Review Sub Committee
• Rehabilitation Clinic/ Projects
• Adult service Sub-Committee
• Other sub-committees or projects as directed by the Head of Department

3. Undertake responsibilities and duties assigned by the Head of Department

6. Maintenance

1. Ensure that all occupational therapy equipment is maintained regularly by regular servicing and repair when deemed necessary.
2. Ensure that proper inventory of all equipment and fixtures are kept and regularly updated

7. General Duties

1. Supervise daily routine of Occupational Therapy support staff
2. Provide on-the-job training to Occupational Therapy support staff

REQUIREMENTS  

• Bachelor degree or Diploma in Occupational Therapy from an accredited university recognized by Allied Health Professions Council, Singapore
• Excellent communication skills with good command of verbal and written English
• Strong commitment and motivation to work with children, adults and caregivers
• Prior experience in VWO will be an added advantage
• Proficient in Microsoft Words, Excel and PowerPoint
• A team player with good organizational skills and able to multi-task

Working Locations: CPAS - 65 Pasir Ris Drive 1 Singapore 519529

Interested applicants, please email your detailed resume to: [email protected]

Please note that only shortlisted applicants will be notified of the outcome of the job application.

RESPONSIBILITIES

1. Assessment, Identification & Implementation of Therapy Programmes

a. Assess and identify individual needs of clients, formulate / develop and implement appropriate individualized occupational therapy programmes. These would include developmental checklist, activities of daily living, upper limb function and control, trunk balance and control, sensory deficits or any other issues, perceptual skills, cognition behavior and social skills training, pre-vocational and advanced daily living.

b. Work with clients on a one-to-one basis, in a group or in classroom setting based on their levels of functions and severity of disability.

c. Liaise with various disciplines involved in the rehabilitative treatment process.

d. Evaluate and document clients' occupational therapy needs and progress at regular intervals, monitor training programmes and review their effectiveness.

e. Refer clients to the respective specialists for consultation and appropriate intervention.

f. Provide occupational therapy consultation, support and upgrade on the clients' progress and status to relevant members of the rehabilitation team, parents and caregivers.

g. Evaluate, prescribe and fabricate / purchase assistive devices as required by the clients to improve function.

h. Train and supervise parents, caregivers and volunteers in the maintenance of occupational therapy programmes.

i. Be involved in discussions of client-related issues with parents, caregivers, volunteers and members of the rehabilitative team.

j. To be able to work in Trans disciplinary set up.

2. Sheltered Workshop - GROW

a. Liaise with workshop manager regarding individual plan for the client.

b. Monitor and evaluate clients’ functional abilities and make recommendations regarding

c. clients’ suitability for employment.

d. Liaise with Workshop Manager for specific vocational training

e. Adopt and practice the NCSS Best Practice Guideline (BPG) for therapist in a workshop

f. All trainees have a vocational profile.

g. Introduce and implement vocational adaption with targeted trainees,

3. Administration

a. Maintain efficient occupational therapy records of clientele and ensure complete documentation on the following:

• Initial assessment
• Re-assessment
• Therapy goals, aims and objectives
• Review therapy goals when necessary
• Schedule planning
• Discharge planning
• BPG Monthly report by the first week of the following month.
• Update attendance of clients regularly.
• Maintain database of all clients

b. Monitor and attaining a high level of professionalism for the benchmarks set – Enhanced Programme Evaluation System (EPES) and Best Practice Guidelines (BPG)

c. Ensure that the administrative duties relevant to departmental work are carried out

d. Evaluation of effectiveness and relevance of program

4. Professional/Staff Development

a. Keep abreast of the latest development in service delivery of occupational therapy related areas to ensure that therapy programmes are kept updated.

b. Conduct in-house training programmes for relevant staff, teachers, parents, caregivers and volunteers in the organization.

c. Involve in research where possible, relevant to areas of occupational therapy service delivery.

5. Other Activities

a. Work with a Transdisciplinary team in integrating the clients into the community.

b. Participate actively in the related working committees and projects that involve multi-discipline:

• Professional Sub Committee
• Case & Review Sub Committee
• Rehabilitation Clinic/ Projects
• Adult service Sub-Committee
• Other sub-committees or projects as directed by the Head of Department

c. Undertake responsibilities and duties assigned by the Head of Department

6. Maintenance

a. Ensure that all occupational therapy equipment is maintained regularly by regular servicing and repair when deemed necessary.

b. Ensure that proper inventory of all equipment and fixtures are kept and regularly updated

7. General Duties

a. Supervise daily routine of Occupational Therapy support staff

b. Provide on-the-job training to Occupational Therapy support staff

REQUIREMENTS

• Bachelor degree or Diploma in Occupational Therapy from an accredited university recognized by Allied Health Professions Council, Singapore
• Excellent communication skills with good command of verbal and written English
• Strong commitment and motivation to work with children, adults and caregivers
• Prior experience in VWO will be an added advantage
• Proficient in Microsoft Words, Excel and PowerPoint
• A team player with good organizational skills and able to multi-task

Working Locations: CPAS - 65 Pasir Ris Drive 1 Singapore 519529

Interested applicants, please email your detailed resume to: [email protected]

Please note that only shortlisted applicants will be notified of the outcome of the job application.

OVERVIEW

Oversee and maintain a high standard of the DAC, including its activities, premises, facilities and the training and welfare of all clients.

RESPONSIBILITIES

The responsibilities of the DAC Training Officer are described below. This job description can be revised periodically, subject to the needs of the organisation.

Management and Regulation

• Plan, support and implement approved programmes and services of the DAC.
• Plan all activities in consultation with the DAC Executive and Manager.
• Develop and implement policies to ensure clients’ welfare and the smooth operation of the DAC.
• Carry out the DAC’s routine administration and operation matters.
• Ensure that DAC rules pertaining to personal safety, work hazards and prescribed training procedures are adhered to by staff and clients.
• Provide first aid and carry out emergency evacuation procedures for clients/staff and to follow through with a written report to the DAC Executive and Manager.
• Carry out proper and regular housekeeping of work site and facilities; do regular inventory checking and recording of procedures/protocols; perform regular equipment maintenance duties, ensure cleanliness and tidiness of work and storage areas.

Client Performance

• Plan and carry out activities for clients, according to the clients’ Individual Care Plan (ICP).
• Maintain and develop proper system of administration of client’s ICP; attendance and training programme records; and other administrative records in accordance to the Programme Evaluation System / Best Practice Guidelines.
• Update details of client assessment and reassessment, as and when such assessment takes place.
• Create / improve supervision methods in consultation with the DAC Executive and Manager.

JOB DESCRIPTION

Welfare of Clients

• Ensure the welfare of clients, referring any inappropriate client behaviour or welfare needs to the appropriate professional service for intervention.
• Ensure the safety, attendance, punctuality and welfare of clients at the site and all other areas (such as during travel/outings at fairs). Ensure that clients are supervised at all times during outdoor activities.
• Follow up on clients who are absent.
• Update and maintain the client record in the record review system on a six-monthly basis, ensuring accuracy and currency of information.
• Preserve confidentiality of client information at all times.
• Report to the DAC Executive and Manager on all matters concerning the welfare, safety, and security of clients.

Reports

• Prepare reports on the client and the programmes, with the necessary data and information, to the DAC Executive and Manager.
• Report to the DAC Executive and Manager on matters pertaining to the following:
  • Safety and security of the site.
  • Safety and welfare problems of clients and family
  • Religious proselyting
  • Abuse/suspicion of abuse of clients by other staff, family or members of the public.
  • Indecency, molestation, outrage of modesty and any other sexual-related incidents.

Parents / Guardians

• Liaise with parents/guardians of clients pertaining to the clients’ management.

Volunteers

• Ensure that volunteers are working towards the organizational interest, objectives and goals.
• Comply with the structured volunteer management programme which includes the following main areas:
• • Communicate clearly defined requirements for volunteers, including the qualities, roles and responsibilities of volunteers;
  • Provide good orientation programme/s for all volunteers;
  • Provide appropriate training and supervision to volunteers;
  • Show consistent efforts in motivating and sustaining its pool of volunteers;
  • Regularly show appreciation for the volunteers’ contributions;
  • Have in place a good system of volunteer records;
  • Have a regular and appropriate appraisal and review system for the volunteers

Public Relations

• Maintain good public relations and uphold the image of the Association.

Quality and Productivity

• Work as a team and participate positively and actively to ensure quality service delivery that is in line with the mission, goals and objectives of the Association.
• Undertake any other duties as assigned by the DAC Executive and Manager.

REQUIREMENTS

• Have Diploma or ‘A’ Level.
• Have good organization skills.
• Have a compassionate and patient personality.
• Certified training in Social Services or Disability Studies is an added advantage.
• Experience in working with persons with special needs is an added advantage

OVERVIEW

Our goal is to create opportunities for children and young people with unique needs, by promoting understanding of their special needs and equipping caregivers / teachers / interventionists, with psychotherapeutic techniques to aid development & learning to promote positive life outcomes.

RESPONSIBILITIES

1. Assessment

• Conduct comprehensive assessments of each student with special needs, to understand their unique challenges, strengths and developmental needs to develop individualized plans for each child based on their specific needs.
• Conduct School readiness assessment (SRA), using appropriate assessment tools, write interpretative reports, make appropriate school placement recommendation and debrief findings of assessment with parents and the team.

2. Intervention

• Provide comprehensive learning support for students in the classroom through classroom management strategies / learning support strategies.
• Provide behaviour management support for students by analysing behaviours using appropriate tools (FBA, escalation cycle, iceberg analysis, etc.) to address maladaptive behaviours and maintain appropriate documentation.
• Monitor intervention goals, plans and outcome for individual students or whole class.
• Guide staff to understand their student holistically, implement social, emotional, learning and intervention, customised to student’s needs.
• Guide & support parents to understand their child holistically, implement social, emotional, learning and intervention, customised to their childt’s needs.
• Monitor intervention goals, plans and outcome for individual students or whole class.
• Provide consultations to parents/caregivers on needs basis.

3. Training & Support

• Conduct (and or support) workshops for parents/caregivers across programmes on a wide array of topics such as self-care, improving overall wellbeing, behaviour management, play & leisure activities etc.
• Conduct (and or support) training for staff across all programmes as required by the programmes.
• Attend trainings relevant to the programme needs and one’s core skills in discussion with the HOD (subject to availability of funds).

4. Research

• Participate in research and programme evaluation projects.

5. Administration

• Keep and maintain relevant documents / records of all assessment reports / protocols, case notes of intervention sessions & documents related to department / programmes / organisation.
• Maintain inventory of department and make recommendations for purchases of new materials and equipment.
• Participate actively in sub-committee meetings/Projects (some of which include Case & Review sub-committee & Professional Sub-committee etc) or any ad-hoc project.
• Assist HOD in the administration of the department.

6. Other Assignments

• Undertake any other responsibilities and duties as deemed necessary and beneficial for the Association to attain its Mission and Vision.

REQUIREMENTS

• A Master’s degree in Educational / Clinical / Applied Psychology (relevant sub specialty)
• Relevant clinical experience with children and adolescents preferred.
• Conversant in learning, emotion and social development skills, child development and classroom management skills.

• Good interpersonal and communication skills and the ability to work independently in a multidisciplinary team.
• Eligible for full membership with Singapore Psychological Society or registration with the Singapore Register of Psychologists/ HCPC/ APHRA.

OVERVIEW
The Research Assistant will provide operational, research, and administrative support to the Centre of Excellence for Transdisciplinary Services – Integrated Collaborative Care (TransD ICC). The role supports the implementation, monitoring, and evaluation of transdisciplinary initiatives across CPAS programmes, including Early Intervention, Special Education, and Adult Services.

Working closely with the Project Head and programme teams, the Research Assistant will assist in data, collection, analysis, project coordination, literature reviews, stakeholder engagement, and dissemination of findings to support evidence-informed practice and continuous service improvement. The position offers opportunities to contribute to innovative service delivery models, programme evaluation, publications, presentations, and knowledge translation initiatives.

RESPONSIBILITIES:

Research and Programme Evaluation

• Assist in the planning and implementation of research and programme evaluation projects
  related to transdisciplinary service delivery.
• Conduct literature reviews and environmental scans to inform project development and
  research activities.
• Support development of research protocols, study materials, survey instruments, and data
  collection tools.
• Coordinate data collection activities including surveys, interviews, focus groups, observations,
  and audits.
• Maintain accurate research databases and ensure quality of collected data.
• Assist/Perform quantitative and qualitative data analysis under supervision.
• Assist in the preparation of research reports, presentations, posters, manuscripts, and conference submissions.

Project Coordination and Monitoring

• Support day-to-day coordination of TransD ICC projects across programmes.
• Track project timelines, milestones, deliverables, and implementation progress.
• Maintain project documentation, databases, and records.
• Assist in the coordination of meetings, focus groups, learning journeys, training sessions, and stakeholder engagements.
• Prepare meeting minutes, action logs, and progress reports.
• Knowledge Translation and Resource Development
• Assist in the development of training materials, resource guides, implementation tools, and communication materials.
• Assist in documenting implementation processes, success stories, and case examples.

Stakeholder Engagement

• Liaise with internal programme teams, allied health professionals, educators, caregivers, and external partners as required.
• Support participant recruitment and communication for research and evaluation activities.
• Maintain professional and confidential relationships with stakeholders.

Administrative Support

• Organise research files, ethics documentation, consent forms, and project records.
• Support procurement and logistical arrangements related to research and project activities.
• Perform other duties related to project implementation and research activities as assigned by the Project Head.

REQUIREMENTS:

Qualifications
• Bachelor’s degree in psychology, Education, Allied Health, Social Sciences, Public Health,
Disability Studies, Research Methods, or a related field.
• Fresh graduates with research experience are welcome to apply.
• Candidates with prior experience in healthcare, disability services, education, or social services will have an advantage.
Knowledge and Skills
• Awareness/Understanding of basic research methodologies, data collection and basic analysis.
• Proficiency in Microsoft Office applications (Excel, Word, PowerPoint).
• Experience with statistical software (e.g., SPSS, R, JASP) or qualitative analysis software (e.g., NVivo) will be an advantage.
• Strong analytical, organisational, time management and problem-solving skills.
• Excellent written and verbal communication skills.
• Ability to manage multiple projects and meet deadlines.
Personal Attributes
• Strong attention to detail and accuracy.
• Self-motivated and able to work independently while collaborating effectively within a multidisciplinary team.
• Interest in disability services, family-centred practice, inclusive education, and transdisciplinary approaches.
• Ability to handle confidential information with professionalism and integrity.
• Demonstrated initiative, adaptability, and willingness to learn

OVERVIEW  

The role of a Temporary Data Entry Assistant is to support the Finance team in maintaining accurate and up-to-date financial records through data entry and administrative support. The Temporary Data Entry Assistant will assist with processing financial information, maintaining records in Xero, identifying data discrepancies, and ensuring that all financial and confidential information is handled accurately and appropriately. 

Responsibilities 

• Perform accurate and timely data entry of financial and accounting information.  

• Enter and maintain invoices, bills, payments, supplier and customer records in Xero.  

• Support bank reconciliation and maintenance of the chart of accounts.  

• Review data entries to identify and rectify errors, discrepancies and duplicate records.  

• Assist with scanning, filing and organising financial documents and records.  

• Maintain accurate and up-to-date financial records.  

• Handle financial, payroll and personal information with strict confidentiality and in accordance with CPAS policies.  

• Provide general administrative and data entry support to the Finance team as required.  

Requirements 

• Minimum GCE 'O' Level, NITEC, Higher NITEC or local Polytechnic Diploma. Accounting qualifications such as ACCA I / ACCA II would be advantageous.  

• Preferably 2 to 5 years of relevant accounting or finance experience.  

• Basic knowledge of accounting principles, including Accounts Payable, Accounts Receivable, General Ledger and GST.  

• Prior experience with Xero Accounting Software is required.  

• Proficient in Microsoft Excel, Word and Outlook, with experience in PDF handling and document scanning.  

• Fast and accurate typing skills with strong attention to detail.  

• Able to identify errors, discrepancies and duplicate entries.  

• Meticulous, organised and able to handle confidential financial and payroll information appropriately.  

• Able to work independently, manage deadlines and learn new processes quickly.  

• Proactive, resourceful and analytical with a high level of accuracy.  

• A responsible team player with a positive attitude and good communication skills.  

• Experience in a charity, Institution of a Public Character (IPC), Social Service Agency (SSA) or school environment would be an advantage. 

OVERVIEW: The Speech and Language Therapist assesses clients, plans therapy interventions, implements therapy plans and educates clients and their caregivers. In addition, training and supporting teachers, caregivers, and parents in the treatment strategies, and processes. The individual may work in collaborative and transdisciplinary teams. The job scope also entails managing risk and service quality, assisting senior colleagues in projects, specialised clinics, research work, performing departmental administration and operational tasks and participating in continuing education. The individual should possess effective communication, organisation, multi-tasking, and problem-solving skills.

RESPONSIBILITIES

1.Clinical:

• Conduct functional assessments to determine required therapy interventions for basic cases.
• Formulate client-centred and SMART (Specific, Measurable, Attainable, Relevant, Timely) goals in collaboration with clients and relevant stakeholders.
• Communicate the assessment results, intervention plans, goals and outcome measures to relevant stakeholders.
• Select appropriate and specific outcome measures to enable evaluation of therapy progress and outcomes.
• Provide intervention to clients on one-to-one basis, group or classroom setting based on their needs in relation to feeding/swallowing, language, literacy, speech, and communication skills.
• Evaluate therapy progress and outcomes using the recommended therapy outcome measures at regular intervals.
• Modify therapy plans based on client performance and motivation as well as therapy outcome measures collected
• Identify, assess, and prescribe assistive devices as required by the clients to improve function.
• Liaise with and empower parents in client handling skills to ensure and encourage continuity and consistency of SLP related strategies incorporated both at school and home. Communicate and participate in discussions and meetings of client-related issues with parents, caregivers, volunteers, and members of the rehabilitation team.
• Formulate discharge plans, if required, based on client performance in consultation with relevant stakeholders.
• Identify risks of clients, environments, situations, and equipment before, during and after clients' contact.

2. Education, Training and Development:

• Keep abreast of latest development in service delivery of speech therapy related areas to ensure that therapy programs are evidence-based.
• Develop competencies across different range indicators of SLP required according to the clientele served.
• Participate in continuous professional development, based on the learning needs and competency gaps identified.
• Conduct in-house sharing and training programs for relevant staff, teachers, parents, caregivers, and volunteers in the organisation.
• Assist department in programme evaluation, giving and seeking feedback as appropriate, and in quality improvement projects.

3. Administration

• Maintain efficient documentation and reporting of speech therapy records in Client Information Management System (CIMS) such as
  • Initial assessment
  • Assessment / Re-assessment
  • Therapy goals
  • Session Notes
  • Clients’ Progress Report
  • Review therapy plan when necessary
  • Schedule planning
  • Discharge planning when necessary
  • Database of all clients under your schedule
• Monitor individual clinical and non-clinical key performance indicators set – Performance Management System (PMS)
• Ensure that the administrative duties relevant to departmental work are carried out effectively
• Adhere to workplace health and safety standards.
• Regular in maintenance and upkeep of therapy materials and equipment.

4. Maintenance

• Ensure regular maintenance of therapy equipment being used
• Ensure that proper inventory of all equipment and fixtures are kept and updated

REQUIREMENTS

A relevant Undergraduate or Postgraduate degree in Speech and Language Pathology / Therapy recognized by the Allied Health Professions Council, Singapore for Full Registration, willing to work under supervision, and keen to develop and build competencies for self and professional development.

OVERVIEW

The job role is to provide overall accounting support to SPED School West. The Finance Executive needs to be knowledgeable in the full sets of account as well as the accounting software in order to manage the School West’s account.

(Note: Whenever the term Association is used, it would include the GRO Workshop and all funded Programmes - Special Seating Programmes, Early Intervention Programme for Infants & Children (EIPIC) Special School, Rehabilitation Centre, etc)

RESPONSIBILITIES

• Manage full set of accounts comprising AP/AR/GL.

• Bi-monthly Accounts Payable payment and Accounts Receivable.

• Journal entries for month – end & year end closing

• Performing monthly bank reconciliation and balance sheet reconciliation

• Preparing and manage annual budgets and regular monitoring

• Producing accurate management account reports / fund reports to specific deadline

• Cash flow management and control

• Preparation of audit schedules

• Intercompany billings, fixed assets register and depreciation

• Daily duties:

• Cash and cheque deposit in safe.

• Preparation of daily collection and bank in slip.

• Checking the online submission form for ApprovalMax Purchase Order for School West

• In charge of bank matters for School West (eg. DBS Ideal bank mandate)

• Ad hoc duties as and when required

REQUIREMENTS

• Diploma in Accounting or equivalent, ACCA Level I/II
• Minimum 2-4 years of working experience in handling full set of accounts, preferably with accounting experience in School or VWO setting
• Proficient in MS Excel, MS Word and accounting software Xero and ApprovalMax PO
• Independent, highly organized and motivated
• Proactive, resourceful with eye for details and accuracy
• Meticulous and possess strong analytical skills
• Good team player with positive attitude and good communication skills

OVERVIEW
Maintain a high standard of the training and care of all trainees and of the sheltered workshop activities, premises and facilities

RESPONSIBILITIES

• The responsibilities of the GROW Instructor Aide are described below. This job description can be revised periodically, subject to the organisation's needs.
• Assist Workshop Instructor (WI) in basic hygiene/sanitary care duties and looking after trainees.
• Report to the WI on all matters concerning trainees' welfare, safety, and security.
• Assist in the supervision of trainees, ensuring the general welfare of the trainees.
• Assist trainees to board and disembark from vans.
• Supervise the daily food preparation (for breaks and lunch) for trainees.
• Supervise the trainees in their work, such as distributing workload, giving them training/guidance and assisting them.
• Ensure that staff and trainees adhere to sheltered workshop rules about personal safety, work hazards, and prescribed training procedures.
• Carry out proper and regular housekeeping of the work site and facilities; perform regular equipment maintenance duties, and ensure cleanliness and tidiness of work and storage areas.
• Work as a team and participate positively and actively in the quality service delivery in line with the mission, goals and objectives of the Association.
• To undertake any other duties as assigned by the GROW Executive and Manager.

REQUIREMENTS
 Must be physically fit.
 Must be able to converse in simple English.
 Have a compassionate and patient personality.
 Experience in working with persons with special needs is an added advantage

OVERVIEW

The role of a SPED Teacher is to design and develop specialised lesson plans to help students with special needs to cope and achieve their learning objectives. The SPED Teacher will be working closely with allied health professionals, social workers, psychologists, families, and the community to help the students to reach their fullest potential and enjoy an enhanced quality of life.

(Note: Whenever the term Association is used, it would include the GRO Workshop and all funded Programmes - Special Seating Programmes, Early Intervention Programme for Infants & Children (EIPIC) Special School, Rehabilitation Centre, etc)

RESPONSIBILITIES

Curriculum and Instructional Excellence

• Plan engaging and well-paced lessons taking account of the diverse learner profiles of students
• Deliver lessons using evidence-based pedagogy and meaningful activities, to meet the educational needs of individual students
• Implement appropriate modes of assessment to monitor student progress by providing accurate feedback, and implementing suitable instructional supports to close gaps

Holistic Student Development

• Build a strong relationship with students by demonstrating care, concern and encouragement
• Formulate data-based, student-centered IEP/ITP process for all students, and support their attainment of IEP/ITP goals through appropriate strategies implemented in partnership with families/caregivers, Allied Professionals and other relevant stakeholders
• Design and implement positive, robust classroom routines and practices to create and maintain a safe and conducive learning environment as well as foster student development and well-being
• Implement techniques and behaviour plans to manage students with complex and challenging behaviours.
• Manage emergency situations to resolve any immediate safety concerns and implement required school processes

Professional Development

• Participate in professional learning teams to foster collaborative learning between staff members
• Proactively engage in professional development for knowledge and skills development

Projects, Programmes and Initiatives

• Assist in a CCA to enhance students’ learning experiences
• Participate as a committee member to support various school initiatives and/or events

Partnerships and Stakeholder Management

• Maintain direct communications with external stakeholders (e.g. families, caregivers, community partners and commercial partners) to support students and/or school initiatives
• Work in partnership with families to support student learning and Transition Planning to achieve positive post school outcomes

Organization Management and Development

• Manage daily administrative tasks (e.g. track attendance, collect forms, update families/caregivers.)

OTHER RESPONSIBILITIES

1. Conduct parent education sessions to help families/caregivers’ build their understanding of their child’s needs.

2. Implement appropriate methods and tools to better support ongoing, sustainable student development, e.g. Augmentative and Alternative Communication (AAC) methods and Assistive technology for learning.

3. Plan and deliver comprehensive vocational educational programmes to develop students work-related skills. (Applicable to Functional Senior Programme Only)

4. Develop and maintain close partnerships with industry partners to enhance vocational educational programmes and student employment opportunities. (Applicable to Functional Senior Programme Only)

REQUIREMENTS

· At least 2 ‘A’/ H2 Level passes and 2 AO/H1 passes (including GP or Knowledge Inquiry) or a recognized local polytechnic diploma

· A good overall International Baccalaureate Diploma score

· Having a Diploma in Special Education (DISE) would be advantageous

OVERVIEW

The role of a Head of Programme is to be a key member of the school management team to provide guidance and support to the school curriculum and other educational programmes.

RESPONSIBILITIES

A) Operational / Strategic Planning

1. Serves as a member of the School Management Team (SMT) that sets the direction for the overall management of the school through involvement in policy formulation and decision making

2. Assists the Principal on the School Strategic Planning to implement the Annual Department Work Plan and review processes for improvement to ensure alignment with the school’s vision and priorities

3. Leads in the implementation, monitoring and review of the ICT Work Plan

4. Assists the Principal in the implementation of the Trans Disciplinary Approach

5. Plans and manages allocated budget and resources for the ICT programme

6. Deploys and monitors ICT/AT resources for all Programmes and monitor to ensure optimal usage to achieve the desired student outcomes

7. Fosters a culture of integrity, professionalism, collaboration and innovation in assigned domain or programme

8. Oversees ICT operations, including ICT infrastructure, devices, Wi-Fi, inventory, technical support, cybersecurity, data protection and vendor management, with operational and technical follow-up carried out by the ICT Executive

B) Curriculum and Instructional Excellence

1. Leads the development of the vision, educational goals and priorities to guide curriculum for ICT/AT programme

2. Leads the planning, implementation and evaluation of the Digital Literacy domain and the Personal Learning Devices Programme (PLDP)

3. Integrates ICT, AT and AAC meaningful into the curriculum, teaching and learning to provide accessible learning experiences and improve student outcome

JOB DESCRIPTION

C) Holistic Student Development

1. Leads the integration of IEP/ITP goals into lesson planning; collaborate with families/ caregivers and Allied Professionals, to achieve desired outcomes for all students for the assigned domain or programme through the Transdisciplinary Approach

2. Leads cross-functional teams to plan and implement school-wide programmes/ initiatives/events

3. Leads and oversees a school-wide AT/AAC implementation, working with the Trans D Teams to identify students’ needs, coordinate trials, procurement, allocation and implementation, monitor usage, and review suitability to support and enhance teaching and learning

4. Ensures that staff and parents receive the necessary training and coaching and follow up support for the consistent use of AT/AAC, and oversee the inventory, maintenance, repair, replacement and loan of AT/AAC devices and related equipment

5. Oversees ICT-related student programmes, including IT Enrichment and the Digital Club CCA, to expand students’ learning experiences and support the intended programme and CCE outcomes.

D) Professional Development

1. Supervises, manages and mentors an assigned group of supervisees

2. Devotes time to observe lesson delivery to improve teachers’ pedagogical skills & students’ outcomes

3. Monitors and reviews the weekly lesson plans prepared by the supervisees to ensure alignment to the Themes and School Curriculum

4. Plans, implements, monitors and evaluates the ICT training plans to build staff competency and confidence.

5. Guides teachers in assessing the developmental needs of students to develop learning goals and plans for the holistic and optimal development of each student

6. Support the development and implementation of induction programmes for new staff

E) Partnerships and Stakeholder Management

1. Establishes and develops partnerships with stakeholders (e.g. families/caregivers, community partners, mainstream partners and allied professionals) to strengthen the school’s ICT/AT capabilities and improve student outcomes

2. Leads and evaluates ICT/AT innovation projects, pilots and initiatives.

REQUIREMENTS

· Trained as a SPED teacher (Diploma in Special Education)

· At least 5 years in a leadership position with general management experience.

· Excellent people and leadership skills

· Passion for educating and interacting with students with multiple disabilities

· A dynamic and highly driven individual with strong communication and analytical skills

· A university degree; those without a degree and with relevant experience and expertise may also apply.