1. DESCRIPTION OF THE POSITION 

The Disability Inclusion Facilitator will be responsible of providing technical support to the implementation of the H&C project, , building the capacity of community libraries facilitators and resource rooms in demonstration schools and early childhood development centres to effectively support the implementation of H&C activities, with a focus on promoting inclusive literacy for children with disabilities, with learning and developmental difficulties (through the process of identification, assessment of their needs and strengths, and by providing support in referral pathways and actively contributing to their learning and transition from early childhood development to primary school (grade 3).

The H&C project is jointly managed by a consortium (World Vision (WV), the prime, and Humanity & Inclusion and Imbuto Foundation as sub the consortium members).

INFORMATION REGARDING THE POSITION

2. HISTORICAL BACKGROUND OF THE PROGRAM

HI started working in Rwanda since 1994. In partnership with the Civil Society Organizations and public institutions, HI sought to promote and support policies and initiatives of the public levels and the civil society aiming at preventing causes of vulnerability and disability and striving for the protection and inclusion of vulnerable persons for the period from 2021 to 2023. In Rwanda, HI focuses on the following 3 strategic pillars:

• Pillar 1: Social and Economic Inclusion: promoting social, cultural and economic citizen’s participation for the vulnerable persons; ensuring access to education for all; providing an institutionalized expertise and support and enhancing representation and competences of vulnerable persons through their associations;
• Pillar 2: Rehabilitation, Prevention and health preventing and fighting against chronic and disabling diseases, detection and early prevention and promotion of mental health through a community-based approach;
• Pillar 3: Protection: HI seeks to prevent the occurrence of gender, age and disability-based violence in an effort to initiate actions that empower vulnerable persons and mobilize local, national and international stakeholders for an owned engagement in the promotion and respect of rights of vulnerable persons facing gender, age and disability-based violence. It is committed to searching and providing reliable data on identification of vulnerable populations and mitigation of the underlying risk factors.

3. BACKGROUND OF THE PROJECT 

Under USAID funding, Federation Handicap International, in consortium with WV, the project leader and other sub operating partners including Imbuto Foundation, will implement a disability inclusion component in the implementation of the project entitled “Homes and Communities (H&C) Activity”. 

The H&C programme will improve literacy outcomes for all Rwandan children by the end of grade 3. It believes that if home literacy environments are improved, if community engagement in promoting children’s literacy is increased, and if learning opportunities for children with disabilities are improved, then children’s literacy outcomes will ultimately increase. 

The programme will run for 5 years. The programme’s overall purpose is that all children have safer, stimulating and literacy supportive home and community environments. It aims to achieve the following specific objectives: 

• IR 1: Improved home literacy environment
• IR 2: Increased community engagement in promoting children’s literacy
• IR 3: Improved learning opportunities for children with disabilities. 

In its mission, HI will be responsible for fully implementing the activities related to the IR3 under which it will be providing expertise to achieve the expected intermediate results:

• Provide reinforcement for Community Education Volunteers to support families in navigating the referrals system;
• Reinforce the capacity of established Sector Multidisciplinary Team (SMTD) members on referral system and processes, including inclusive pedagogical tips;
• Institute Learning Passports to promote and track child participation in literacy activities and programs and transitions to ECD and to Primary ;
• Provide specialized training for parents/ families and caregivers of children with disabilities + education volunteers on mentoring and coaching, using adapted SAVE SNAP methods that supports children with special educational needs;
• Provide children with disabilities with assistive technology and help them access to supportive software;
• Integrate literacy materials and activities for children with disabilities into reading clubs activities including relevant resources from the Enabling Education Network (e.g. posters, activity booklets with Braille translated versions);
• Develop accessible reading materials and test technology use to support literacy in Braille and Kinyarwanda Sign Language
• Provide high-touch support to 12 demonstration schools and light- touch support to 60 satellite schools to facilitate transition for learners with disabilities from ECD to primary (grade 3);
• Train, coach, support and provide supplies for periodic hosting of Reading and Learning Materials Workshops for professional development of parents and community educational volunteers (CEVs) enabling them to replenish and renew locally-made teaching and learning materials specifically for children with disabilities and allow consultations and interaction with guest speakers (specialized doctors, psychologists, educationalists) around learning supports for children with disabilities;
• Develop a Community of Practice of ECD educators and administrators that includes knowledge exchange, webinars, guest speakers and specialists, exchange visits;
• Train parents and caregivers in basic skills to support safety, language, literacy and social emotional development for children with disabilities;
• Support identification of significant developmental delays and disabilities (assessment and referral) through a well-functioning, community coordination and social networks (Health, welfare, protection, rehabilitation) with the support of IZU;
• Develop Learning and Well-Being Pathways for children with disabilities and monitor their progress (tracking quality of informal social services, learning progress, participation and achievement, transition from ECD to primary), implementing Individual Education Plan (IEPs and unlocking gender disparities with the support of parents, caregivers and community education volunteers;
• Leverage faith-based communities, networks and local leaders to promote literacy, inclusion, positive and playful parenting and learning promotion and reduce stigma faced by children with disabilities. 

In order to ensure quality implementation, HI would like to recruit Disability Inclusion Facilitator to technically support the implementation of the H&C project at district, sector and school levels. 

4. WORKING CONDITIONS

The project team

The Disability Inclusion Facilitator will be based at WV level (with few days in HI office) to ensure optimal and proximal technical implementation of the H&C project.

Organization of the work

The person will provide technical support to the implementation of the H&C project, building the capacity of community libraries and early childhood development centres to effectively support the implementation of H&C activities, with a focus on promoting inclusive literacy for children with disabilities, with learning and developmental difficulties (through the process of identification, assessment of their needs and strengths, and by providing support in referral pathways and actively contributing to their learning and transition from early childhood development to primary school (grade 3).

Technical support

The Disability Inclusion Facilitator will be technically assisted by the H&C Inclusive Education Specialist and the Project Manager.

5. PROFILE OF THE POSITION

The profile of the Disability Inclusion Facilitator is expected to meet the following criteria:

• Experience of working in inclusive, special and/or ECD education projects or Community Based Rehabilitation (CBR) activities
• Proven experience in building capacities for inclusive educational practitioners
• Capable to coach and supervise community education volunteers (CEVs) on their roles in supporting education of children with disabilities
• Capable to provide technical support in promoting community reading and literacy or ECD activities
• Capable to identify, make and use appropriate, accessible and locally made teaching and learning educational materials for children with learning and reading difficulties
• Knowledge of differentiated pedagogy and use of UDL principles
• Knowledge of competence-based curriculum content and how to transform it into transferable subjects to teachers in demonstration schools, in community libraries and ECD centres
• Knowledge of inclusive education tools existing in Rwanda (eg. paper of norms and standards for quality inclusive education and inclusive pedagogical tools)
• Knowledge of ECD policy and related national commitments.

6. STAKEHOLDERS

The Disability Inclusion Facilitator will regularly interact with the following stakeholders:

7. DESCRIPTION OF THE POSITION: RESPONSIBILITIES AND TASKS

Under the lead and supervision of the HI Project manager and in collaboration with the H&C staffs, he/she will perform the following responsibilities and tasks:

Responsibility 1: Capacity building

• Activity 1.1: Conduct specialized training for parents/families/caregivers/Education Volunteers of CWDs including mentoring and coaching, using adapted SAVE SNAP methods that supports children with special needs
• Activity 1.2: Provide training, coaching and supplies for periodic hosting of Reading and Learning Materials Workshops to replenish and renew locally-made teaching and learning materials specifically for CwDs parents and volunteers
• Activity 1.2: Train parents and caregivers in basic skills to support safety, language, literacy and social emotional development for children with disability

Responsibility 2: Technically support and supervise community libraries and ECD centres on application of inclusive literacy for children with disabilities

• Activity 2.1: Support creation and provide specialized materials for resource rooms/corners in ECD centers for children with disabilities with hearing/visual/communication impairments
• Activity 2.2: Reinforce referral system for children suspected of development delays or disabilities to multi-disciplinary teams
• Activity 2.3: Support identification of significant developmental delays and disabilities (assessments) and referral and community coordination networks across sectors
• Activity 2.4: Reinforce Referral Systems in various structures regarding suspected reading/learning difficulties/disabilities (Health, welfare, protection, rehabilitation)

Responsibility 3: Technically support ECD centres and community libraries on the use of appropriate technical aids and assistive technology for children with learning and reading difficulties

• Activity 4.1: In collaboration with the Inclusive Education Specialist, support the provision of assistive technology and access to supportive software that supports children with disabilities
• Activity 4.2: Strengthen the roles of parents and Community Education Volunteers to work with ECD educators in reading book creation
• Activity 4.3: Integrate literacy materials and activities for children with disabilities into reading club activities integrate relevant resources from the Enabling Education Network (e.g. posters, activity booklets -need translation)

Responsibility 4: Support monitoring and evaluation at H&C project level

• Activity 4. Compile field data from (CEVs and ECD caregivers) and forward them to the Inclusive Education Specialist for compilation;
• Activity 4.2. Support the Inclusive Education Specialist to enter H&C project data into the data base.

8. EXPECTED PROFILE 

9. ABOUT OUR ORGANISATION

Humanity & Inclusion (HI) is a solidarity organization international committed to the rights of persons with disabilities, of people in a situation of vulnerability, and in general for human rights. Respect and the dignity of people concerned and beneficiaries of the actions and communities are at the heart of the staff and collaborators of HI, in all contexts of intervention.

Our code of conduct is a key element to the implementation of the institutional policies that set out the fundamental principles in the protection of our beneficiaries - especially the most vulnerable - against any form of abuse be of power, harassment, sexual exploitation and abuse, by our own staff. These policies include, but are not limited to:

• Protection of Beneficiaries against Exploitation and Abuse Sexual
• Child Protection
• Fight against Fraud and Corruption.

All our representatives are expected to conduct themselves in a manner consistent with our code of conduct. Any violations of those policy will be treated seriously.

10. TERMES AND CONDITIONS OF SUBMISSION

The application file must include a letter of motivation addressed to the Country Manager of HI in Rwanda, accompanied by the coordinates of 3 professional references related to the position, certificates of services rendered, a detailed Curriculum Vitae and a copy of each diploma (3 pages max). Complete applications must be submitted no later than midnight on 07^st January 2024; by email to the following addresses: recrutement@rwanda.hi.org with in subject:

DIF-HI-202312

Only pre-selected candidates will be contacted to take the tests. 

N.B: HI strongly encourages women candidates and persons with disabilities to apply. 

(In accordance with the law into force, persons with disabilities will be given priority in the event of equal professional competence or the same mark at the end of the written tests and interviews) 

Mélanie GEISER

Country Manager

PROGRAMME RWANDA