SPECIAL NEEDS INCLUSION COORDINATOR, NF-4

Full Job Description

Marine Corps Community Services (MCCS) is looking for the best and brightest to join our Team!

MCCS is a comprehensive program that supports and enhances the quality of life for Marines, their families, and others in the Marine Corps Community.

We offer a team oriented environment comprised of military personnel, civilian employees, contractors and volunteers who keep the organization functioning smoothly and effectively.

IAW the Military Child Care Act, OPM, OPNAV 1700.9E and DoDI 6060.2, minimum education requirements are as follows: A bachelors degree in child development, early childhood education, special education, youth development, psychology, social work, elementary education or in a subject-matter field appropriate to the position AND three years of full-time experience working with children and/or youth.

OR A combination of education and experience; education must include courses in a child-related field and total minimum of 24 higher level semester hours.

AND four years of full-time experience working with children and/or youth is required.

Professional knowledge of child and youth development, early intervention, special education, early childhood inclusion, and evidence-based and trauma-informed practices that support inclusive environments related to birth to 18-year-olds.

Professional knowledge of observation and assessment methods and implementation science.

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.

Skill in respectful, reciprocal communication with families; adapts responsive approaches as required to meet the needs of individual families.

Skill in the practice-based coaching model, facilitating training with adult learners, providing feedback, and adjusting training pace and activities to meet diverse learning needs.

Skill in conducting functional behavioral assessments and collaborating with a team to design, implement, and monitor resulting BSP. Proficient use of Microsoft Office Programs e.g.

Word, Excel, PowerPoint, and Outlook.

Ability to identify and apply appropriate evidence-based inclusive practices to meet the needs of individual children and youth and groups of children and youth in a childcare or group setting.

Ability to develop, collect, and analyze quantitative and qualitative data to identify trends across the program, communicate trends, and propose solutions to program leadership.

Ability to communicate effectively in English, both orally and in writing, and possess strong interpersonal communication skills.

The Special Needs Inclusion Coordinator is required to have mobility necessary to ensure safety of children and youth and engage in repetitive actions such as walking, standing, bending, stooping, sitting on the floor, and lifting up to 40 pounds.

They must have the visual and auditory capabilities to supervise children and youth, to comply with sight and sound supervision requirements and to provide immediate responses when applicable.

Activities may require the incumbent to drive an automobile (including driving a government vehicle while transporting children and youth).

However, most of the work is done in indoor and outdoor classroom settings or activity areas. Major Duties:

INTRODUCTION: The purpose of the Special Needs Inclusion Coordinator (SNIC) position is to provide a comprehensive inclusive approach to serving children (ages 6 weeks -18) with medical, educational, or other identified needs across Child and Youth Programs (CYP).

The SNIC supports the development and implementation of CYP inclusion and behavior support processes, provides ongoing educational opportunities, conducts needs and non-clinical assessments, and remains aware of early intervention and other services and provides referrals within the military and surrounding areas.

Major duties and responsibilities of the Special Needs Inclusion Coordinator are organized by category. These tasks are summarized below.

Duties include but are not limited to: Classroom/Program Inclusion Supports Coordinates across multiple delivery systems using evidence-based inclusive practices and leveraging existing approved Department of Defense (DoD) or Marine Corps tools, resources, and approaches (e.g., Marine Corps CYP Inclusion Protocol and Behavior Support Process).

Administers, implements, and monitors inclusion supports and behavior support processes in classrooms/programs.

Assists in the development and implementation of Inclusion or Behavior Support Plans (ISP/BSP).

Assists CYP professionals in recognizing and responding appropriately to children and youth displaying concerning or unsafe behaviors.

Collaborates with the Training and Curriculum Specialist (T&C) to train and coach CYP professionals to implement, monitor, and maintain ISPs/BSPs, implemented through continued observation and the correct use and application of support strategies and/or required accommodations.

Coaches CYP Professionals to observe childrens/youths development and individual needs, communicate effectively with families, and enhance their classroom/activity area environment and curriculum to promote inclusion and meet diverse learning needs.

Develops and maintains a resource library to include a variety of learning materials, activities, parent support materials, and related publications pertinent to serving children and youth in inclusive environments and/or with developmental delays, disabilities, or behavior support needs.

Leads and conducts inclusive program/classroom assessments at regular and periodic intervals.

Serves as a core member of the installation Accommodations Collaboration Team (ACT) and Inclusion Action Team (IAT) and monitors compliance with Service policy, DoD instructions, and federal law.

Gives input into the development of CYP employee and parent handbooks, supports implementation and provides interpretation of content, and implementation of inclusive practices.

Participates in parent conferences/meetings at a DoD installation, as needed.

Spends at least 50 percent of time in classroom/activity area settings, promoting, modeling, coaching, and mentoring CYP Professionals to promote implementation of inclusive practices.

Conducts non-clinical and behavioral assessments using approved assessments, identified screening, and observation tools to support the development of ISPs/BSPs.

Supports the identification of needs and classroom supports for children and youth through observations conducted by CYP Professionals.