Deaf Education Teacher Trainer

Transcription

1 Deaf Education Teacher Trainer General Information Assignment Code: Position Title: Duration: AV0916BT13 Deaf Education Teacher Trainer (APPLICATIONS CLOSE 21st September 2016) 11 months Proposed Start Date: January 2017 Assignment Location: Drukgyel, Paro, Bhutan Assignment Summary Take your teaching skills to Bhutan and support the Wangsel Institute, the only Deaf school in Bhutan, as they work to improve education programs for their students. There are currently 95 students from all around the country attending the Wangsel Institute. Teachers follow the National Curriculum, however the staff require assistance with adapting the content and assessments to best cater to the students abilities. There are a number of students with additional disabilities (including autism, vision impairment and learning disabilities) that require additional support from the Special Needs Education (SEN) Team at the school. The teachers at the school are eager to improve their knowledge in all areas of Deaf education and have demonstrated their dedication and interest in learning with two previous volunteers. Your role will focus on improving the quality of Deaf education in Bhutan by working with all teaching staff at the school to improve their teaching methods. This role will also support the SEN Team and provide guidance for teachers in the writing and implementation of individual education plans. Through a professional development program, you will provide knowledge on deaf studies and adaption of curriculum and assessment. At times, the role will require advice on the best practices in Deaf education to be provided to the school administration and the Special Education Needs division at the Ministry of Education. Through building the capacity of teachers, and the school as a whole, your role will have a great impact on the quality of Deaf education provided in Bhutan. Host Organisation (HO) Details Name of HO: Wangsel Institute, Drukgyel Central School

2 The Deaf Education Unit (DEU) was established in 2003 and up until 2013 was attached to Drukgyel Lower Secondary School (DLSS). The DEU is Bhutan s only school for children who are deaf. Students at DEU are integrated with the students from DLSS for assemblies, cultural activities, games and sport. In 2014, the DEU became a standalone school, namely Wangsel Institute. In 2016, Wangsel Institute came under the umbrella of Drukgyel Central School (along with DLSS and Drukgyel Higher Secondary School). Wangsel Institute caters to students with a moderate to severe to profound hearing loss. The main mode of communication is through Bhutanese Sign Language. The students literacy skills are stronger in English than in Dzongkha (the national language), as most subjects are taught bilingually in Sign and English. Description of the HO: Over forty of the students have been issued with an analogue hearing aid. There are no other forms of hearing devices at the school (e.g. cochlear implants, FMs). There are currently 95 students enrolled at the school, spread across twelve classes from preparatory to grade nine. Grade ten will be introduced in From grade four, students are involved in vocational training (woodcarving and tailoring) in addition to academic subjects. A majority of the students live on the school grounds in the hostel facilities. The school is under the guidance of a Principal (new to the school in 2016) and Vice-Principal (the founding teacher of the DEU) and has seventeen qualified teachers for general education, a librarian, three deaf instructors (working in the sign language research team) and support staff (matron, warden, caregiver, office assistant and cleaner). There is a Special Education Needs Coordinator (SEN Co) and a Special Education Needs (SEN) Team that supports students with additional disabilities. Some of the teaching staff have attended short courses or workshops in other countries in the area of special education but none have formal qualifications in deaf education. Please note, the work plan below is indicative only and may change depending on the needs of the Host Organisation or other factors. Assignment Outcomes Enhance teachers capacity to effectively teach students who are deaf Support the Special Education Needs (SEN) Team in their delivery of services to children with an additional disability Volunteer Activities/Deliverables Evaluate staff members current teaching skills and identify gaps Provide training to teaching staff through professional development sessions on curriculum and assessment adaptations Mentor teachers in the classroom through modelling and co-teaching to improve teaching methods to support the learning outcomes of students Provide information to all teaching staff about additional disabilities and strategies to adapt the curriculum, delivery methods and assessment to these students needs Support teachers in developing and implementing Individual Education Plans (IEPs) Support the SEN Co in modifying the materials and curriculum for students with diverse needs

3 Enhance staff capacity in the monitoring and management of audiological equipment Ensure all teachers continue to develop their knowledge about hearing thresholds, types of hearing impairment and hearing devices Provide training for relevant staff in how to regularly monitor hearing aids Qualifications and Experience Essential Minimum Qualifications: Essential Minimum Experience: Desirables: Bachelor of Education (Special Education), Bachelor of Speech Pathology or Speech and Language Therapy or Masters in Deaf Education At least five years of experience in teaching students who are deaf Demonstrated knowledge about the needs of students who are deaf (sign language, speech therapy, audiology) Fluent in Sign Language (Auslan, American Sign Language, or British Sign Language) Experience working with children with multiple disabilities Willingness to learn Bhutanese Sign Language Good computer knowledge Description of Assignment Location

4 This assignment is based in the Jitsephu village, about 12km outside of Paro. To get to the village travel is required up the main mountain road from Paro, which is, for the most part, well developed. Paro is located approximately 1.5 hours from the capital, Thimphu. The international airport is located in Paro. Paro receives a high amount of tourists due to its proximity to the international airport and its reputation for hiking and trekking trails, and there are a considerable number of shops and a lot of hotels and arts and crafts venues. Local taxis and buses are readily available, however the volunteer might want to consider getting a bicycle for ease of getting around. The Bank of Bhutan and the Bhutan National Bank have branch offices in Paro town. ATMs are available, though not always reliable. Volunteers are able withdraw money from ATMs or from the bank directly. International credit cards are not widely used or advisable to rely on. Fixed line telephones are available and mobile phone coverage is fairly strong. Internet usage and coverage is also fairly good, and does not cost a lot. Food is affordable, however not consistently of high quality. Most food products, including vegetables, are imported from India. Seafood is rarely eaten, and chilli is considered a staple. The country s strong focus on gross national happiness reflects a strong commitment to, and interest in, the humanitarian needs of people and society as a whole. Foreign visitors living in Bhutan are viewed positively and are accepted within the community. Bhutan is a strongly Buddhist society and it is expected that volunteers will respect this. Bhutanese culture is an important element of Bhutanese life. The preservation and promotion of culture is of fundamental importance to Bhutan and a core pillar of gross national happiness. Cultural Tips The currency of Bhutan is the Ngultrum (BTN). Internet banking is not widely available and can only be used to view balances and transfer money between accounts within the Bank of Bhutan Bhutanese people wear their national dress (Gho for men and Kira for women) almost every day, in all offices (strictly in government offices), religious places, schools and functions. Western clothes are preferred outside of work and foreigners are not expected to wear the national dress Bhutan society is very hierarchical. Volunteers will be expected to treat their workplace superiors and important dignitaries respectfully and to refer to them by title, not name Social relations and maintaining relationships form a core part of Bhutanese society. It is important to be polite, diplomatic and patient in your communications, as straightforwardness can be perceived as being rude Mahayana Buddhism is the state religion and Buddhist values the guide daily lives of the Bhutanese. Hinduism is the second largest religion Dzongkha is the national language but several local dialects are also spoken. English is one of the two official working languages and is widely used. English is used in offices and schools Bhutan is a constitutional monarchy. The monarch is a titular head of the state and is widely revered and respected in the country. Central government control extends over the entire country, and most Bhutanese will follow government instruction and leadership closely Accommodation: Assistance with the identification of suitable, secure and affordable accommodation will be provided by the In-Country Management Team and the host organisation. Additional Information Is this Assignment in a Remote Location? Yes No

5 Preparing Your Application It is recommended that you have the following documentation prepared in order to be uploaded/entered into the online application system: - An electronic version of your CV to copy into our online template - Statement against selection criteria Q1. Individually address each assignment outcome and consider what they might involve. In relation to these outcomes, provide evidence of the skills and experience you would bring to the role and the host organisation. (max. 800 words) Q2. Why have you chosen to volunteer at this time within this role and location? (max. 300 words) Q3. Discuss the challenges that you would anticipate adjusting to living in this location and volunteering in this role. Outline the strategies you would use to overcome these. (max. 400 words) - Scanned copy of your PR visa and Medicare card (if applicable)