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