Special Needs Inclusion Coordinator NF-04

Telework Eligible

Yes

Major Duties

• Provide a comprehensive inclusive approach to serving children and youth, ages six weeks to 18 years, with medical, educational, or other identified needs participating in Department of Defense (DoD) Child and Youth Services (CYS) programs.
• Administers, implements, and monitors inclusion supports and behavior support processes in classrooms and programs by using Service-specific related tools (e.g., Army CYS Operational Guidance for Behavior Support)
• Coaches CYS professionals to observe children’s/youth’s development and individual needs, communicate effectively with families, and enhance their classroom/activity area environment and curriculum to promote inclusion and meet learning needs.
• Serves as a core member of the installation Inclusion Action Team (IAT)/Multidisciplinary Inclusion Action Team (M-IAT) and monitors compliance with Service policy, DoD instructions, and federal law.
• Spends at least 50 percent of their time in classroom/activity area settings, promoting, modeling, coaching, and mentoring CYS Professionals to promote implementation of inclusive practices.

Qualification Summary

Resumes must be two pages (or less). Resumes should clearly demonstrate the applicant's relevant experience, skills, knowledge and abilities as they pertain to this position. Education must have been directly related to the position being filled (general psychology/sociology courses are not qualifying). A qualified candidate must possess the following: 1. A bachelor's degree or higher that included or was supplemented by at least 24 semester hours in special education, early childhood education, child/adolescent development, elementary or secondary education, youth development, or other closely related field such as psychology/sociology or social work (must include 24 semester hours in child/adolescent psychology, sociology of the family, developmental psychology, social work with child/family emphasis) OR 2. Completion of 24 semester hours in coursework as indicated above, plus additional related coursework or experience that provided knowledge comparable to that normally acquired through the successful completion of a 4-year course of study. In addition to meeting one of the education requirements above, all candidates must possess the following: 1. Experience demonstrating professional knowledge of child development, early intervention, special education, and early childhood inclusion. 2. Demonstrated knowledge of evidence-based and trauma-informed practices that support inclusive environments related to birth to 18-year-olds. 3. Professional knowledge of observation and assessment methods and implementation science. 4. Skill in conducting functional behavioral assessments and collaborating with a team to design, implement, and monitor Behavior Support Plans. 5. Demonstrated knowledge of the Individuals with Disabilities Education Act (IDEA) and The Rehabilitation Act of 1973 as they apply to CDCs, school age centers and community-based support services. 6. Experience utilizing the practice-based coaching model and facilitating training with adult learners in a variety of settings. 7. Experience demonstrating the ability to develop, collect, and analyze quantitative and qualitative data to identify trends across the program, communicate trends, and propose solutions to program leadership. 8. Strong verbal and written communication skills with ability to build and maintain collaborative partnerships with families, colleagues, organizational leadership, and community support agencies on and off installation. In addition to the above qualifications, candidates who possess the following qualifications will be considered "Highly Preferred" or "Best Qualified": Possess a minimum of 2 years working with Special Needs Children.