• ADD International Bangladesh is implementing a project on Inclusive Education with the objective to provide support to the children with disability who are already enrolled in the primary schools; identify children with disability who are in schools attending age but not enrolled, to prepare them to enrol in the school and children with disability who were in school but dropped out for any reason and held them to bring back to school with appropriate support. Besides, the project will also identify the children with severe and multiple disability who are not is a status to attend schools to provide them home based education with appropriate accessibility support. The project is also working with OPDs (Organization with Persons with Disabilities) within the project locations and facilitate a capacity assessment and improvement support to ensure their meaning and effective engagement in the project. The project specifically continues the community awareness raising and sensitisation on disability; implement OPD engagement strategy; provide technical support to other partners on OPD engagement and develop learning piece on OPD engagement. The project interventions focus to work closely with 15 selected schools, teachers, SMCs and PTAs along with local primary education officials, Union Parisads and other stakeholders who could potentially contribute to strengthen inclusive environment in schools and education system at large. The project is implementing through a consortium of four organizations of which ADD International Bangladesh is a partner.
• SAFEGUARDING LEVEL.
• We are committed to ensure we are a safe organisation, delivering safe programmes that ensure we do no harm to people we work with. Our processes ensure all posts are graded, based on interaction with children and vulnerable adults. This post is a Level 3 post, see outline of all levels below:
• Level 1 - HQ based, no real direct access to children/vulnerable adults
• Level 2 - a travelling role, possible access to children/vulnerable adults but unlikely to be alone
• Level 3 - regular access to children/vulnerable adults including on their own, or lead responsibility for safeguarding within office/location
• JOB PURPOSE.
• The key roles of HBE Facilitator as is envisioned are to take responsibility of providing technical support with the team to identify and assess children with severe and complex disabilities (CwSCD), provide them with individual education support, train and orient parents/ caregivers/ teachers/ volunteers/community on inclusive education and home based education support for CwSCD in collaboration with staff and members of organizations of person with disabilities (OPD). Therefor s/he must have interaction with OPDs, Schools, communities, parents/caregivers and children with disabilities at different level.
• The position also expects to data management of children with disabilities, documentation and reporting of individual children. The position will have a close working relation with the Field Coordinator and the Field Facilitators.
• KEY TASKS.
• Children identification and assessement.
• Identifying children with severe and complex disabilities (CwSCD) through follow-up on database provided.
• Conduct functional assessment periodically (six monthly) to identify the capacity of CwSCDs and level of functioning
• Support CwSCDs to attend clinical assessment(s) to identify their level of impairment
• Provide Training to Field Facilitators on HBE and follow up HBE on site
• TECHNICAL SUPPORT.
• Prepare and update Individual Education Plan (IEPs) in consultation with caregivers, family members, teachers (if the child enrolled in school) and group of professionals
• Provide need based Primary Rehabilitation Therapy (PRT) and Speech Therapy to CwSCD through regular home visits and by linking with appropriate service providers
• Conduct need based assistive device (AD) measurement using measurement format to ensure them appropriate AD
• Provide regular home-based support to enable CwSCDs to achieve independent living skills (Toileting, Feeding, Communication, Motor Skills, Basic social skills, and Self-grooming functions)
• Provide training on Orientation and Mobility skill development to CwSCDs
• Apply methods of school curriculum adaptation where possible to support CwSCDs with home based education (HBE)
• LIAISON AND TRAINING/ORIENTATION.
• Liaise with local school/ school teacher/SMC/PTA to update on progress of CwSCD (out of school) to support their enrolment in school.
• Provide hands on Training to caregivers of CwSCD and volunteers on better care of them for ensuring the sustainability of HBE and improvement of the CwSCD
• Provide basic orientation to CwSCD, their family members and volunteers on SRHR, personal hygiene maintenance and safeguarding issues
• Sensitise the community on disability issues to reduce the stigma and negative attitude towards CwSCD and their families through courtyard meetings
• SAFEGUARDING.
• Comply and implement safeguarding policy and practice related to children and/or vulnerable adults (Level 3 roles).
• DOCUMENTATION AND REPORTING
• Prepare, maintain and update personal file of each targeted CwSCD containing all necessary documents to support progress of HBE
• Prepare detailed case study of CwSCDs to document situation and their progress.
• Provide regular updates on progress of CwSCDs to line managers for monitoring and reporting purposes
• Prepare periodic reports as per project needs and the template to be used for this purpose.
• Document successful examples of curriculum adaptation as and where used.
• OTHER DUTIES
• Participate in different training, seminar, workshop meetings whenever required (online and/or offline)
• Regular e-mail correspondence with different stakeholders
• Participate in mentoring and coaching from technical partners

• Essential:
• Teacher training qualification, graduates in special education or those looking to transition to special education would be preferred). For experienced candidates, educational qualification will be relaxed.
• 2-4 years of experience in inclusive education. Ideally would have some extent of training on inclusive education and understand education system of Bangladesh.
• Basic PRT (Primary Rehabilitation Therapy) skill:
• Training facilitation skills:
• Desirable:
• 02-04 years working experience on disability issues, including working with children with severe and complex disabilities.
• Good understanding of inclusive education and the education system in Bangladesh.
• Basic understanding on safeguarding issues and child protection
• Training facilitation skills

Interested applicants should send the following attachments by email: One CV (max 3 pages) Letter of motivation (max 2 pages) mentioning current status/most recent salary and response on the following questions: What is your understanding about disability with special focus on children with disabilities and their education needs? Please narrate briefly your previous experience on HBE/Inclusive Education and your role Please articulate a few characteristics of a HBE Facilitator for conducting training and or orientation. Completed equal opportunities form (please choose relevant form dependent on whether you are applying for a job in the UK or one of our country offices) The names, contact numbers and addresses of 2 referees (please state if you are not happy for them to be contacted at this stage) Please send your application to: infobd@add-bangladesh.org by the closing date: June 09th 2022 By 4.30 pm. If you need any accessible support to attend the interview, please mention it with details in your application. Incomplete applications will not be accepted. We are only able to reply to those shortlisted