Jobs Available at Eastern Cape Department of Education

Requirements         

• Applicants must be in possession of an appropriate qualification and be registered with the HPCSA as an Educational Psychologist. Current registration as an Educational Psychologist with the HPCSA is required, and proof of this registration must be provided. The incumbent must be able to promote inclusive education which includes promoting access to quality public funded education for learners with disability.
• They should have experience in working as part of a team and collaborating with stakeholders. They should be able to take initiatives, work under pressure and problem-solve if and when necessary. Experience in coordinating education and other support for learners with disabilities will be an added advantage.
• The incumbent will function as part of the District-based Support Team with the specific responsibility of providing transversal outreach services to care centres and special schools that include learners with severe to profound intellectual disability (LSPID).
• The job involves travelling and therefore a valid driver’s license is a requirement. The applicant must have advanced computer skills.       

Duties          

• As a member of the transversal team, the incumbent will collaborate with team members in the provision of support to designated schools and care centres on an itinerant basis.
• Support to be provided will include: Assessment of LSPID enrolled in the schools/ care centres; provision of relevant therapeutic intervention to learners and families; monitoring and reporting on these learners’ progress; training caregivers on the learning programme for LSPID; monitoring and reporting caregivers’ implementation of the learning programme for LSPID;
• training and supporting teachers on the learning programme for LSPID; monitoring and reporting on the implementation of the learning programme in designated schools and care centres; advocating for access to quality public funded education for LSPID and carrying out administrative functions related to the support provided and ensuring that placement .
• The Incumbent may also be required to provide support to other learners in the community as and when needed.

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Requirements         

• A recognized Bachelor’s Degree in Physiotherapy from an accredited institution. Current, valid registration with the Health Professions Council of South Africa (HPCSA) as a Physiotherapist is mandatory.
• A minimum of one year of relevant clinical experience (post-community service). Legislative Knowledge: Inclusive Education policies (White Paper 6), SIAS Policy (Screening, Identification, Assessment, and Support, Integrated School Health Policy and the functionality of SBSTs and DBSTs.
• Core Skills: Paediatric therapeutic assessment and rehabilitation techniques, Collaborative multi-disciplinary teamwork, Report writing, data analysis, and trend identification, Advanced communication, facilitation, and computer literacy and Strong organizational planning and presentation skills.      

Duties          

• Assessment & Identification: Assess learners' physical functioning and mobility to identify barriers to learning within the Physiotherapy scope of practice, Conduct screenings and administer formal/informal physical assessments and Analyse data to determine the necessity of therapeutic intervention or referral.
• Therapeutic Intervention: Provide direct and indirect Physiotherapy services to learners in both Public Special Schools and Public Ordinary Schools, Develop and implement individualized and group physical therapy plans, and Focus on a preventative and developmental approach to support learner wellness.
• Assistive Devices and Resource Management: Prescribe, fit, and maintain assistive mobility devices (e.g., walkers, orthotics). Manage therapy equipment and support materials efficiently. Engage in multi-disciplinary team discussions to guide learner placement in special schools, Develop training programs for the School Based Support Team (SBST), and Conduct outreach services to Full-Service and Public Ordinary Schools.
• Maintain meticulous records of all therapeutic interventions and learner progress, Ensure all practices strictly comply with the HPCSA Code of Ethics, and Provide regular reports and feedback to internal and external stakeholders (DBST, parents, and educators).

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Requirements         

• Degree in Occupational Therapy: A recognized Bachelor's degree in Occupational Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as an Occupational Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as an Occupational Therapist.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Skills: Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To assess the learner’s level of functioning; to identify barriers to learning based on the Occupational Therapy’ scope of practice. To conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.
• Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualised and group Occupational Therapy Services.
• Prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy Services. Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g. School Based Support Team, District Based Support Team, parents. Manage Therapy support materials and equipment.
• Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA). To assist in the placement of learners in the special schools. To conduct outreach services to other Full-Service and Public Ordinary Schools.

go to method of application »

Requirements         

• Degree in Occupational Therapy: A recognized Bachelor's degree in Occupational Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as an Occupational Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as an Occupational Therapist.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Skills: Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To assess the learner’s level of functioning; to identify barriers to learning based on the Occupational Therapy’ scope of practice. To conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.
• Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualised and group Occupational Therapy Services.
• Prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy Services. Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g. School Based Support Team, District Based Support Team, parents. Manage Therapy support materials and equipment.
• Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA). To assist in the placement of learners in the special schools. To conduct outreach services to other Full-Service and Public Ordinary Schools.

go to method of application »

Requirements         

• Degree in Occupational Therapy: A recognized Bachelor's degree in Occupational Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as an Occupational Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as an Occupational Therapist.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Skills: Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To assess the learner’s level of functioning; to identify barriers to learning based on the Occupational Therapy’ scope of practice. To conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.
• Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualised and group Occupational Therapy Services.
• Prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy Services. Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g. School Based Support Team, District Based Support Team, parents. Manage Therapy support materials and equipment.
• Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA). To assist in the placement of learners in the special schools. To conduct outreach services to other Full-Service and Public Ordinary Schools.

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Requirements         

• RVQ 13/14 qualification in Speech Language Therapy and Audiology as recognised by SAQA. Registration with the Health Professions Council of South Africa (HPCSA) as Speech Language Therapist and Audiologist. Registration with the South African Council for Educators (SACE). One-year relevant experience after registration with the Health Professions Council of South Africa (HPCSA). A valid driver's license is required.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
• Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends.      

Duties          

• Assess the learner’s level of functioning to identify barriers to learning based on the Speech Language Therapy and Audiology’ scope of practice: Conduct speech-language and hearing screening for the learners; administer formal assessments. Analyse and interpret results for better decision making for therapeutic intervention, engage in multi-disciplinary team discussions and make recommendations and/or referrals:
• Provide intervention (direct and indirect therapy) relating to barriers to learning: Provide direct and indirect services based on Speech-Language and Audiology plan to learners in public special schools and public ordinary schools; prescribe, issue and maintain assistive devices (e.g. Fm Systems and Communication Devices); maintain records of Speech-Language and Audiology services, effective administration practices and report to supervisors as required: 
• Engage in therapeutic capacity-building programmes and skills sharing on related therapy matters: Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g. School Based Support Team, District Based. Support Team, parents etc.). Promote awareness of the different therapy disciplines; participate in awareness campaigns of different disabilities; provide direct or indirect outreach services when required; engage in continuous professional developmental activities based on the relevant programmes offered in the school; supervise undergraduate Audiology students as required.
• Management of Speech Language Therapy and Audiology equipment and assistive devices: Request appropriate and adequate assistive devices and equipment based on learner needs; safeguard assistive devices and equipment; maintain records of material, equipment and the issuing of assistive devices and report faults and maintenance needs of the materials and equipment; participate in inter- and intra-sectoral networks and collaborations. 
• Participate in inter- and intra-sectoral networks and collaborations: Collaborate and interact with stakeholders (e.g., Department of Health, Department of Social Development, Non-Profit Organizations, Non- Governmental Organizations, local government, and the broader Community). Advocate for learners who experience barriers to learning; liaising with therapists from other special schools and sharing best practices and experiences; liaison with relevant professional boards and tertiary institutions; participate in extra-mural and co-curricular activities.

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Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Degree in Speech-Language Therapy: A recognized Bachelor's degree in Speech-Language Pathology/Therapy from an accredited institution.
• HPCSA Registration: Current and valid registration as a Speech-Language Therapist with the Health Professions Council of South Africa (HPCSA) is mandatory. One Year of Relevant Experience: A minimum of one year of experience or relevant clinical experience as a Speech-Language Therapist.
• Knowledge of Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs. Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Special Schools as Resource Centres; and Integrated School Health Policy. Functionality of SBSTs and DBSTs.
• Therapeutic assessment and techniques; Multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes for the SBST; Report writing; Analysis of data and trends; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To conduct thorough assessments of learners' speech, language, and communication difficulties, including evaluation of speech sounds, language comprehension and expression, fluency, and voice in the special schools. To conduct outreach services to Full-Service and Public Ordinary Schools to extend therapeutic support.
• Administer formal and informal assessments and conduct screenings for learners to identify needs. Develop and implement individualized and group Speech-Language Therapy plans for learners in public special schools and public ordinary schools. Prescribe, issue, and maintain appropriate assistive devices to support communication.
• Provide relevant information about therapeutic programs to internal and external stakeholders, including School-Based Support Teams, District-Based Support Teams, and parents. Assist in the appropriate placement of learners within special schools based on their communication needs. Ensure strict compliance with the Code of Ethics of the Health Professions Council of South Africa (HPCSA) in all aspects of practice.
• Oversee effective administrative practices related to Speech and Language Therapy interventions. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions, and make recommendations and/or referrals.

go to method of application »

Requirements         

• Applicants must be in possession of a recognised 3- or 4-year qualification which includes a professional teacher qualification. They should be registered with the South African Council of Educators (SACE) as professional educator and have 5 years’ experience in the educational field. The incumbent must have in-depth knowledge and understanding of education legislation and policies.
• The incumbent must be able to promote inclusive education which includes promoting access to quality public funded education for learners with disability. They should have experience in working as part of a team and collaborating with stakeholders. They should be able to take initiatives, work under pressure and problem-solve if and when necessary. Experience in co-ordinating education and other support for learners with disabilities will be an added advantage.
• The incumbent will function as part of the District-based Support Team with the specific responsibility of providing transversal outreach services to care centres and special schools that include learners with severe to profound intellectual disability (LSPID). The job involves travelling and therefore a valid driver’s licence is a requirement. The applicant must have advanced computer skills.

Duties          

• As a member of the transversal team, the incumbent will collaborate with team members in the provision of education support to designated schools and care centres on an itinerant basis.
• Support to be provided will include: Assessment of LSPID enrolled in the schools/ care centres; provision of relevant support to learners and families; monitoring and reporting on these learners’ progress; training caregivers on the learning programme for LSPID; monitoring and reporting caregivers’ implementation of the learning programme for LSPID;
• training and supporting teachers on learning programme for LSPID; monitoring and reporting on the implementation of the learning programme in designated schools and care centres; advocating for access to quality public funded education for LSPID and carrying out administrative functions related to the support provided including placement of out of school children in schools.
• The incumbent may also be required to provide support to other learners in the community as and when needed. 

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Requirements         

• An appropriate recognized qualification that allows for registration with the Health Professions Council of South Africa (HPCSA) as a Speech and Language Therapist. Current, valid registration with the HPCSA in Independent Practice.
• A minimum of 3 years appropriate experience post-registration with the HPCSA as a Speech and Language Therapist. Driver’s License: A valid driver’s license is mandatory as the role requires extensive travel within the District. Advanced proficiency in MS Office (Word, Excel, PowerPoint) for grant monitoring and data reporting.
• Knowledge and skills: In-depth knowledge of Inclusive Education policies (SIAS, White Paper 6). Expertise in Augmentative and Alternative Communication (AAC) and its application for non-verbal learners with profound disabilities. Ability to take initiative, work under pressure, and apply innovative problem-solving in under-resourced care centre environments.
• Knowledge of safe positioning and modified textures is vital for their safety in care centres. Ability to understanding how sensory processing (e.g., tactile defensiveness or auditory hypersensitivity) impacts a learner's ability to communicate in a noisy care centre. Excellent communication skills.

Duties  

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Requirements         

• RVQ 13/14 qualification in Occupational Therapy recognised by SAQA. Registration with the Health Professions Council of South Africa (HPCSA) as Occupational Therapist. Registration with the South African Council for Educators (SACE) will be an added advantage. 
• Five-years of relevant experience after registration with the Health Professions Council of South Africa (HPCSA).
• Knowledgeable about National and Provincial Education legislation, policies and regulations (e.g. Health Professions Act, Screening Identification Assessment and Support policy (SIAS), South African Schools Act (SASA), Employment of Educators Act (EEA), White Paper 6 (Support for special needs learners), Analytic, diagnostic and assessment tools,Intervention methods,
• Child development,Therapeutic models and techniques, Understanding of group dynamics, Protocol and professional ethics.

Duties          

• Assess the learner’s level of functioning to identify barriers to learning based on the Occupational Therapists’ scope of practice: Conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions and make recommendations and/or referrals.
• Provide intervention (direct and indirect therapy) relating to barriers to learning: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualized and group Occupational Therapy; prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy, effective administration practices and report to supervisors as required.
• Engage in therapeutic capacity-building programmes and skills sharing on related therapy issues/matters: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g., School Based Support Team, District Based Support Team, parents etc.).
• Promote awareness of the different therapy disciplines; participate in awareness campaigns of different disabilities; provide direct or indirect outreach services when required; engage in continuous professional developmental activities based on the relevant programmes offered in the school; supervise undergraduate Occupational Therapy students and therapy assistants as required.
• Manage Therapy support materials and equipment: Request appropriate and adequate therapy support materials and equipment based on learner needs; safeguard therapy support materials and equipment; maintain records of therapy material, equipment and the issuing of assistive devices and report faults and maintenance needs of the materials and equipment; participate in inter and intra-sectoral networks and collaborations.
• Participate in inter- and intra-sectoral networks and collaborations. Collaborate and interact with stakeholders (e.g., Department of Health, Department of Social Development, local government, and the broader Community).
• Management and Administration: Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA); practice sound interpersonal relations, engage actively in performance appraisals per requirement.

go to method of application »

Requirements         

• RVQ 13/14 qualification in Occupational Therapy recognised by SAQA. Registration with the Health Professions Council of South Africa (HPCSA) as Occupational Therapist. Registration with the South African Council for Educators (SACE) will be an added advantage. 
• Five-years of relevant experience after registration with the Health Professions Council of South Africa (HPCSA).
• Knowledgeable about National and Provincial Education legislation, policies and regulations (e.g. Health Professions Act, Screening Identification Assessment and Support policy (SIAS), South African Schools Act (SASA), Employment of Educators Act (EEA), White Paper 6 (Support for special needs learners), Analytic, diagnostic and assessment tools,Intervention methods,
• Child development,Therapeutic models and techniques, Understanding of group dynamics, Protocol and professional ethics.

Duties          

• Assess the learner’s level of functioning to identify barriers to learning based on the Occupational Therapists’ scope of practice: Conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions and make recommendations and/or referrals.
• Provide intervention (direct and indirect therapy) relating to barriers to learning: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualized and group Occupational Therapy; prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy, effective administration practices and report to supervisors as required.
• Engage in therapeutic capacity-building programmes and skills sharing on related therapy issues/matters: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g., School Based Support Team, District Based Support Team, parents etc.).
• Promote awareness of the different therapy disciplines; participate in awareness campaigns of different disabilities; provide direct or indirect outreach services when required; engage in continuous professional developmental activities based on the relevant programmes offered in the school; supervise undergraduate Occupational Therapy students and therapy assistants as required.
• Manage Therapy support materials and equipment: Request appropriate and adequate therapy support materials and equipment based on learner needs; safeguard therapy support materials and equipment; maintain records of therapy material, equipment and the issuing of assistive devices and report faults and maintenance needs of the materials and equipment; participate in inter and intra-sectoral networks and collaborations.
• Participate in inter- and intra-sectoral networks and collaborations. Collaborate and interact with stakeholders (e.g., Department of Health, Department of Social Development, local government, and the broader Community).
• Management and Administration: Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA); practice sound interpersonal relations, engage actively in performance appraisals per requirement.

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Requirements         

• RVQ 13/14 qualification in Occupational Therapy recognised by SAQA. Registration with the Health Professions Council of South Africa (HPCSA) as Occupational Therapist. Registration with the South African Council for Educators (SACE) will be an added advantage. 
• Five-years of relevant experience after registration with the Health Professions Council of South Africa (HPCSA).
• Knowledgeable about National and Provincial Education legislation, policies and regulations (e.g. Health Professions Act, Screening Identification Assessment and Support policy (SIAS), South African Schools Act (SASA), Employment of Educators Act (EEA), White Paper 6 (Support for special needs learners), Analytic, diagnostic and assessment tools,Intervention methods,
• Child development,Therapeutic models and techniques, Understanding of group dynamics, Protocol and professional ethics.

Duties          

• Assess the learner’s level of functioning to identify barriers to learning based on the Occupational Therapists’ scope of practice: Conduct screening for the learners; administer formal and informal assessments. Analyse and interpret information to make decisions regarding the need for therapeutic intervention, engage in multi-disciplinary team discussions and make recommendations and/or referrals.
• Provide intervention (direct and indirect therapy) relating to barriers to learning: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; determine individualized and group Occupational Therapy; prescribe, issue, and maintain assistive devices; maintain records of Occupational Therapy, effective administration practices and report to supervisors as required.
• Engage in therapeutic capacity-building programmes and skills sharing on related therapy issues/matters: Provide direct and indirect Occupational Therapy services based on an Occupational Therapy plan to learners in public special schools and public ordinary schools; Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.g., School Based Support Team, District Based Support Team, parents etc.).
• Promote awareness of the different therapy disciplines; participate in awareness campaigns of different disabilities; provide direct or indirect outreach services when required; engage in continuous professional developmental activities based on the relevant programmes offered in the school; supervise undergraduate Occupational Therapy students and therapy assistants as required.
• Manage Therapy support materials and equipment: Request appropriate and adequate therapy support materials and equipment based on learner needs; safeguard therapy support materials and equipment; maintain records of therapy material, equipment and the issuing of assistive devices and report faults and maintenance needs of the materials and equipment; participate in inter and intra-sectoral networks and collaborations.
• Participate in inter- and intra-sectoral networks and collaborations. Collaborate and interact with stakeholders (e.g., Department of Health, Department of Social Development, local government, and the broader Community).
• Management and Administration: Manage effective administration practices of Occupational Therapy interventions; ensure compliance with the code of Ethics of the Health Professions Council of South Africa (HPCSA); practice sound interpersonal relations, engage actively in performance appraisals per requirement.

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Requirements         

• Qualifications: Bachelor’s Degree in Physiotherapy allowing for registration with the HPCSA. Valid, current registration with the HPCSA as a Physiotherapist (proof of registration required. A minimum of 5 years of relevant experience post-community service. Experience as an Education Therapist will be an added advantage. A valid driver’s license is essential for district-wide travel.
• Knowledge and Skills: Deep understanding of Inclusive Education policies, including White Paper 6, the SIAS policy, and guidelines for Full-service and Special Schools as Resource Centres.
• Familiarity with the Integrated School Health Policy and CSTL is required. Technical Competencies: Expertise in therapeutic assessments, preventative approaches, and developmental techniques.
• Ability to conduct discipline-specific research to identify and address district trends. Proficiency in report writing, data analysis, and computer literacy. Strong presentation, consultation, and organizational skills.

Duties          

• Train educators, parents, and staff in early identification of physical barriers to learning. Implement capacity-building programmes for School-based Support Teams (SBSTs).
• Conduct assessments and provide specialized, short-term curriculum interventions and direct therapeutic support where necessary. Work within a multi-disciplinary team alongside the District-based Support Team (DBST) to support learners with high-level needs.
• Manage professional supervision of therapists in Special Schools. Ensure all district therapists comply with HPCSA Continuous Professional Development (CPD) policies.
• Monitor and manage the distribution and use of assistive devices across the district. Gather data and report on the effectiveness of therapeutic interventions and inter-sectoral collaborations.

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Requirements         

• Bachelor's Degree in Speech-Language Therapy that allows for registration with the Health Professional Council of South Africa (HPCSA). Current registration as a Speech-Language Therapist with the HPCSA is required, and proof of this registration must be provided.
• Applicants should have at least 5 years of relevant experience as a Speech-Language Therapist following their community service. Experience as an Education Therapist will be considered an added advantage. A valid driver's license is required.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
• Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends; Therapeutic research methodology; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To provide therapeutic and educational services to Public Ordinary and Public Special Schools within the Education District. Implement therapeutic capacity-building programmes for early identification of interventions relating to barriers to learning. Train educators, parents and support staff in the early identification of learning barriers particularly barriers to accessing the curriculum.;
• Conduct assessments; provide short term curriculum interventions to learners experiencing barriers to learning. Provide specialized therapeutic support to strengthen District and School-based Support Teams (DBSTs/SBSTs).
• Collaborate as multi-disciplinary teams with DBST to support learners experiencing therapeutic barriers to learning. Provide therapeutic support advisory services to SBST. Provide direct therapeutic support services to learners when necessary. Monitor support progammes for learners with high level needs referred and not yet placed in Special Schools or High-Level Support Programmes.
• Conduct discipline specific research (Speech and Language) and gather information to identify trends and address these needs within the district. Participate in inter- and intra-sectoral networks and collaborations. Collaborate on therapeutic support matters with multi-disciplinary teams at the Special Schools / Resource Centres and Full-Service Schools / Inclusive Schools to include learners who experience curriculum barriers to learning.
• Provide/manage professional supervision of the therapists in Public Special Schools within the District. Monitor and support the process of assessment, reporting, referrals and placement of learners according to levels of need. Monitor and support the implementation of administration- and record-keeping processes. Ensure the compliance of Therapists in the special schools to the Health Professions Council of South Africa (HPCSA) Continuous Professional Development (CPD) policy. Report on the implementation of therapeutic support intervention programmes for early identification of barriers to learning, therapeutic participation in and contributions to inter- and intra- sectoral networks, therapeutic interventions. Monitor and manage assistive devices.

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Requirements         

• Bachelor's Degree in Speech-Language Therapy that allows for registration with the Health Professional Council of South Africa (HPCSA). Current registration as a Speech-Language Therapist with the HPCSA is required, and proof of this registration must be provided.
• Applicants should have at least 5 years of relevant experience as a Speech-Language Therapist following their community service. Experience as an Education Therapist will be considered an added advantage. A valid driver's license is required.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
• Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends; Therapeutic research methodology; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To provide therapeutic and educational services to Public Ordinary and Public Special Schools within the Education District. Implement therapeutic capacity-building programmes for early identification of interventions relating to barriers to learning. Train educators, parents and support staff in the early identification of learning barriers particularly barriers to accessing the curriculum.;
• Conduct assessments; provide short term curriculum interventions to learners experiencing barriers to learning. Provide specialized therapeutic support to strengthen District and School-based Support Teams (DBSTs/SBSTs).
• Collaborate as multi-disciplinary teams with DBST to support learners experiencing therapeutic barriers to learning. Provide therapeutic support advisory services to SBST. Provide direct therapeutic support services to learners when necessary. Monitor support progammes for learners with high level needs referred and not yet placed in Special Schools or High-Level Support Programmes.
• Conduct discipline specific research (Speech and Language) and gather information to identify trends and address these needs within the district. Participate in inter- and intra-sectoral networks and collaborations. Collaborate on therapeutic support matters with multi-disciplinary teams at the Special Schools / Resource Centres and Full-Service Schools / Inclusive Schools to include learners who experience curriculum barriers to learning.
• Provide/manage professional supervision of the therapists in Public Special Schools within the District. Monitor and support the process of assessment, reporting, referrals and placement of learners according to levels of need. Monitor and support the implementation of administration- and record-keeping processes. Ensure the compliance of Therapists in the special schools to the Health Professions Council of South Africa (HPCSA) Continuous Professional Development (CPD) policy. Report on the implementation of therapeutic support intervention programmes for early identification of barriers to learning, therapeutic participation in and contributions to inter- and intra- sectoral networks, therapeutic interventions. Monitor and manage assistive devices.

go to method of application »

Requirements         

• Bachelor's Degree in Speech-Language Therapy that allows for registration with the Health Professional Council of South Africa (HPCSA). Current registration as a Speech-Language Therapist with the HPCSA is required, and proof of this registration must be provided.
• Applicants should have at least 5 years of relevant experience as a Speech-Language Therapist following their community service. Experience as an Education Therapist will be considered an added advantage. A valid driver's license is required.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
• Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends; Therapeutic research methodology; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To provide therapeutic and educational services to Public Ordinary and Public Special Schools within the Education District. Implement therapeutic capacity-building programmes for early identification of interventions relating to barriers to learning. Train educators, parents and support staff in the early identification of learning barriers particularly barriers to accessing the curriculum.;
• Conduct assessments; provide short term curriculum interventions to learners experiencing barriers to learning. Provide specialized therapeutic support to strengthen District and School-based Support Teams (DBSTs/SBSTs).
• Collaborate as multi-disciplinary teams with DBST to support learners experiencing therapeutic barriers to learning. Provide therapeutic support advisory services to SBST. Provide direct therapeutic support services to learners when necessary. Monitor support progammes for learners with high level needs referred and not yet placed in Special Schools or High-Level Support Programmes.
• Conduct discipline specific research (Speech and Language) and gather information to identify trends and address these needs within the district. Participate in inter- and intra-sectoral networks and collaborations. Collaborate on therapeutic support matters with multi-disciplinary teams at the Special Schools / Resource Centres and Full-Service Schools / Inclusive Schools to include learners who experience curriculum barriers to learning.
• Provide/manage professional supervision of the therapists in Public Special Schools within the District. Monitor and support the process of assessment, reporting, referrals and placement of learners according to levels of need. Monitor and support the implementation of administration- and record-keeping processes. Ensure the compliance of Therapists in the special schools to the Health Professions Council of South Africa (HPCSA) Continuous Professional Development (CPD) policy. Report on the implementation of therapeutic support intervention programmes for early identification of barriers to learning, therapeutic participation in and contributions to inter- and intra- sectoral networks, therapeutic interventions. Monitor and manage assistive devices.

go to method of application »

Requirements         

• Bachelor's Degree in Speech-Language Therapy that allows for registration with the Health Professional Council of South Africa (HPCSA). Current registration as a Speech-Language Therapist with the HPCSA is required, and proof of this registration must be provided.
• Applicants should have at least 5 years of relevant experience as a Speech-Language Therapist following their community service. Experience as an Education Therapist will be considered an added advantage. A valid driver's license is required.
• Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
• Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends; Therapeutic research methodology; Communication, consultation and facilitation skills; Computer literacy; Presentation skills and organising and planning.

Duties          

• To provide therapeutic and educational services to Public Ordinary and Public Special Schools within the Education District. Implement therapeutic capacity-building programmes for early identification of interventions relating to barriers to learning.
• Train educators, parents and support staff in the early identification of learning barriers particularly barriers to accessing the curriculum.; Conduct assessments; provide short term curriculum interventions to learners experiencing barriers to learning.
• Provide specialized therapeutic support to strengthen District and School-based Support Teams (DBSTs/SBSTs). Collaborate as multi-disciplinary teams with DBST to support learners experiencing therapeutic barriers to learning. Provide therapeutic support advisory services to SBST. Provide direct therapeutic support services to learners when necessary.
• Monitor support progammes for learners with high level needs referred and not yet placed in Special Schools or High-Level Support Programmes. Conduct discipline specific research (Speech and Language) and gather information to identify trends and address these needs within the district. Participate in inter- and intra-sectoral networks and collaborations.
• Collaborate on therapeutic support matters with multi-disciplinary teams at the Special Schools / Resource Centres and Full-Service Schools / Inclusive Schools to include learners who experience curriculum barriers to learning. Provide/manage professional supervision of the therapists in Public Special Schools within the District. Monitor and support the process of assessment, reporting, referrals and placement of learners according to levels of need.
• Monitor and support the implementation of administration- and record-keeping processes. Ensure the compliance of Therapists in the special schools to the Health Professions Council of South Africa (HPCSA) Continuous Professional Development (CPD) policy. Report on the implementation of therapeutic support intervention programmes for early identification of barriers to learning, therapeutic participation in and contributions to inter- and intra- sectoral networks, therapeutic interventions. Monitor and manage assistive devices.

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Requirements         

• Registration with the Health Professions Council of South Africa (HPCSA) as a psychologist in a relevant registration category (Educational or Counselling), with a master’s degree in educational or counselling psychology.
• A minimum of three (3) years’ experience post-registration as an Independent Psychologist. Demonstrated personal attributes: integrity, professionalism, self-motivation, and the ability to function effectively within a team. Strong communication skills, both written and verbal, with a high level of proficiency in English.
• Added advantage: Experience in both psychotherapy and psycho-educational support services. Experience in project management such as concessions and accommodation and psychosocial support services within an educational context.
• Knowledge and experience in the development, implementation, and management of data collection systems to inform psychological strategic interventions. Clear understanding of relevant policies and acts relevant to IE such as EWP 6, SIAS policy, and PAM. A valid driver’s license.  

Duties          

• The Senior Psychologist will facilitate the strategic development and implementation of psychoeducational support services, within the context of inclusive education as per relevant policies such as WP6, SIAS, ext. within Full-Service Schools, Public Ordinary schools and Special Schools to meet international standards for specialized support services and inclusivity.
• Clear understanding of system transformation variables and processes required to establish and sustain an inclusive education system in order to provide support services.
• Utilize data-driven approaches to guide planning, monitoring, and decision-making within the inclusive education system, such as support and referral data systems. Oversight of resource allocation, budget frameworks, monitoring systems, and supervision processes to ensure effective psychosocial service delivery.
• The senior psychologist will lead the strategic planning, allocation, and management of budgets related to psychosocial support services. Oversee and monitor of the centralised budgets for Learning and Teaching Support Materials (LTSM) and assistive devices aligned to therapeutic and support needs of learners experiencing barriers to learning.
• Consideration of Personnel Administrative Measures (PAM) in the planning, allocation, and management of human resources within psychosocial and inclusive education support services. Management of psychologists, psychometrists and counsellors pertaining to project management, tools of trade, training and development and relevant policy development. Development of orientation and training material for psychosocial support services.