Roles & Responsibilities:

• Manage admission and initial screenings for potential clients

• Plan and implement evidence-based programmes or interventions to support the individual needs of the clients

• Planning, documentation and reporting of academic data/progress

• Creating individualized lesson-planning and IEPs with curriculum mapping and individually-design instruction

• Have behaviour and classroom management skills and is responsible for the safety and well-being of all students

• Behaviour Documentation and Reporting

• Update parents regarding sessions and progress after each session (text/photos/videos etc)

• Updating case notes post-sessions regularly and independently

• Maintain student records and communicate frequently with parents and school staff as needed

• Conduct team meetings with Allied Health Care Professionals such as Occupational Therapist, Speech Therapist, and Psychologist.

• Planning and implementation of social/emotional/behavioural Interventions

Requirements:

• Diploma in Early Childhood Intervention (Special Needs) or equivalent

• Degree in Psychology and other relevant courses of study can be considered on a case-by-case basis

• Minimum 1 year of experience working with children (ages 18 months – 6 years) with learning disorders and/or disabilities

• Experience in Early Intervention Setting or with children with special needs would be an advantage

• Have a strong command of English and have good organizational skills

• Able to work independently and yet be a good team player

• Knowledge of AEPS would be an advantage.

Roles & Responsibilities:

• Plan, supervise, and implement programs for the class in alignment with the centre’s policies, guidelines, and educational philosophy

• Assist in preparing and executing educational programs that cater to children’s developmental needs

• Develop and prepare age-appropriate teaching aids to enhance children’s learning experiences

• Observe, evaluate, and maintain accurate records of children’s development and progress.

• Ensure the proper upkeep of teaching materials, classroom arrangements, and the learning environment

• Apply positive discipline techniques to manage children’s behaviour and promote a healthy learning atmosphere

• Build and maintain supportive relationships with both children and parents, fostering effective communication and collaboration

Requirements:

• Minimum GCE “O” Level qualification or higher

• Strong interpersonal skills, with a high level of responsibility and punctuality

• Approachable, proactive, and consistent in interactions with children, parents, and colleagues

• Proficient in basic computer skills, especially MS Excel

• Ability to communicate effectively in both English and Mandarin

Job Responsibilities:

• Assesses and provides individualized Occupational Therapy intervention for children with a wide range of developmental challenges (e.g., Motor Coordination Disorder or Autism Spectrum Disorder or ADHD etc.)

• Conducts group Occupational Therapy classes (e.g., in the areas of handwriting and socialization)

• Establishes good therapist – parent – teacher relationships through regular feedback and open communication; provides parents, caregivers, and relevant teachers with updates on the child’s progress and relevant home or class strategies and recommendations after each session with the child

• Establishes a good network of and maintains good relations with relevant teachers and other professionals in the field

• Update parents regarding sessions and progress after each session (text/photos/videos etc)

• Updating case notes post-sessions regularly and independently

• Be proactive in keeping abreast of developments in the field of Pediatric Occupational Therapy

• Complies with the regulations and guidelines of AHPC

Job Requirements

• Diploma, degree, or post-graduate qualification in Occupational Therapy from a recognized university

• Registered and complies with the regulations under the Allied Health Professions Act 2011

• Passionate about inclusionary practice and implementation of early intervention strategies

• Possesses ability to build rapport and therapeutic relationships with the children and families

• At least 3 years experience working with children would be preferable

• Good interpersonal communication skills

Job Responsibilities:

• Assesses and provides individualized Speech Therapy intervention for children with a wide range of speech and language challenges (eg. Apraxia of Speech or Specific Language Impairment)

• Conducts group Speech Therapy classes (eg. in the areas of socialization and communication)

• Establishes good therapist – parent relationships through regular feedback and open communication; provides parents and caregivers with updates on the child’s progress and relevant home strategies and recommendations after each session with the child

• Update parents regarding sessions and progress after each session (text/photos/videos etc)

• Updating case notes post-sessions regularly and independently

• Establishes a good network of and maintains good relations with other professionals in the field

• Be proactive in keeping abreast of developments in the field of Pediatric Speech Therapy

• Complies with the regulations and guidelines of AHPC

Job Requirements:

• Diploma, degree, or post-graduate qualification in Speech Therapy from a recognized university

• Registered and complies with the regulations under the Allied Health Professions Act 2011

• Passionate about inclusionary practice and implementation of early intervention strategies

• Possesses ability to build rapport and therapeutic relationships with the children and families

• At least 3 years experience working with children would be preferable

• Good interpersonal communication skills

Job Responsibilities:

• Initial Assessment: Coordinate and conduct admission/initial screenings for clients, including administering standardized tests and behavioural assessments

• Program Planning and Implementation: Plan and implement evidence-based behavioural intervention programs under the supervision of psychologists and supervisors

• Behavioural Interventions: Deliver individualized and group behavioural interventions in various settings (e.g., classrooms, therapy rooms) to address emotional, social, and behavioural needs

• Social Skills Groups: Implement social skills programs collaboratively with psychologists to enhance clients’ social and communication abilities

• Stakeholder Collaboration: Work closely with professional staff, families, and other stakeholders to develop and implement evidence-based strategies and interventions

• Parent Communication: Provide parents with session updates and progress feedback through text, photos, or videos

• Case Documentation: Maintain detailed and accurate case notes independently after each session

• Consultation: Offer guidance to families, professional staff, and other stakeholders to improve client outcomes and foster development

• Team Meetings: Participate in trans-disciplinary team meetings, contributing behavioural insights based on observations and interventions

• Supervision Preparation: Attend and prepare for scheduled supervision sessions with appointed supervisors to ensure quality practice and professional development

• Observation and Analysis: Conduct behavioural observations and contribute to intervention planning through data collection and analysis

• On-Site Intervention: Travel to clients’ schools or other settings to provide behavioural support and interventions as required

Job Requirements:

• Educational Qualification: A Bachelor’s or Master’s degree in Psychology from a recognized institution, with foundational skills in clinical assessment, counselling, and therapeutic interventions, preferably with children

• Supervision Requirement: APs must conduct sessions under 180 hours of structured clinical supervision by a licensed or SRP-registered psychologist to ensure quality and ethical practice

• Behavioural Intervention Focus: Candidates with experience in implementing behavioural intervention programs are preferred

• Experience: At least 3 years of relevant experience working with children, particularly in behavioural intervention or early childhood settings, is advantageous

• Flexibility: Willingness to travel for interventions at clients’ schools or other locations as necessary

• Team Collaboration: Strong ability to work within a team, demonstrating effective collaboration with professionals and stakeholders

• Communication Skills: Strong interpersonal skills to engage effectively with clients, families, and other professionals

• Commitment to Professional Growth: Engagement in continuing education and training in behavioural intervention techniques is encouraged

Job Responsibilities:

• Plan and deliver lessons in individual or small group settings to support children’s diverse learning needs

• Conduct informal and formal assessments to evaluate and monitor children’s developmental and academic progress

• Develop and adapt teaching strategies and instructional materials tailored to meet the needs of young learners with developmental or learning challenges

• Track and document children’s progress through detailed case notes and progress reports, and regularly share updates with parents through text, photos, and videos

• Facilitate Parent-Teacher Conferences at the end of each term to discuss children’s learning and development

• Actively engage in curriculum design, resource development, action research, and pilot studies to enhance instructional effectiveness

• Participate in awareness talks and training workshops to promote understanding of educational therapy and support techniques

• Collaborate with colleagues and parents to ensure holistic development and learning for each child

Job Requirements:

• Educational Background: Degree graduate. Completed a minimum 40-hour course providing theoretical knowledge and practical skills for literacy support to learners with Specific Learning Difficulties (SpLD), with at least 10 practicum hours logged. E.g., Certificate in Dyslexia & Literacy Teaching, Postgraduate Certificate in Special Educational Needs, Specialist Diploma in SpLD, Diploma in Special Education

• Registration Requirement: Must be registered at the Member level with the Register of Educational Therapists (Asia) (RETA), demonstrating adherence to educational therapy standards

• Assessment Skills: Ability to administer and interpret standardized assessments to develop targeted intervention plans for learning and developmental needs

• Teaching Proficiency: Ability to teach Literacy and/or Mathematics up to PSLE and/or ‘O’ level curriculum standards

• Specialized Training: Training in literacy and phonics programs such as the Orton-Gillingham Approach, Jolly Phonics, or Dyscalculia and numeracy teaching is advantageous

• Experience with Diverse Needs: At least 2 years of prior teaching experience conducting literacy and/numeracy intervention to children who have developmental or learning difficulties such as Dyslexia, Dyscalculia, Dyspraxia, ADHD, or mild autism spectrum disorder (ASD). Preferably in individual or small group settings

• Commitment to Professional Growth: Engagement in Continuing Professional Development (CPD) and staying updated on research, assessment tools, and intervention methods for educational therapy

• Communication and Teamwork: Strong communication and interpersonal skills, with the ability to collaborate effectively as part of a team