Inclusion Focal Point

To address the growing needs of children and youth in Lebanon, WCH is implementing the Makani project, adopting a Multi-Service Community Centre (MSCC) approach across 10 community centers in the North (T5 area). This initiative aims to deliver a comprehensive package of integrated services targeting marginalized and vulnerable children and youth aged 0-18 years, as well as their caregivers. The MSCCs serve as safe spaces offering a range of programs, including Education, Child Protection, Early Childhood Development (ECD), Life Skills, and youth engagement support through a community-based approach. The goal is to reach both Syrian and Lebanese vulnerable children in host communities, collective, and informal settlements.

Background

Children with disabilities are among the most vulnerable groups in Lebanon – they are often out of learning, and are at higher risk of violence, abuse and neglect. According to VASYR 2017, school attendance rates were consistently lower for refugee children with disabilities across all age groups, and 80% of their families were in the lowest poverty quintile.

UNICEF and NFE partners work together to ensure that children with disabilities are included in formal and non-formal education (3% target). The following support will be provided to support their inclusion

a. capacity building/trainings and coaching

b. provision of technical advisor/ inclusion officer/special educator and Inclusion focal points

c. provision of specialized services like speech therapy, psychomotor therapy, mobility coaching, etc.

d. special needs supplies/assistive devices

Objectives

The inclusion focal points (one per school/centre) will be supporting the inclusion officers for the inclusion of children with disabilities in the MFP programs (DIRASA and MSCC) as per the tasks and responsibilities outlined below.

Scope of work and Deliverables

The Inclusion focal point (IFP) will have the following duties and responsibilities:

• Drafting Individualized Education Plans (IEP) in coordination with the inclusion officer (Modify curriculum objectives if needed in coordination with teachers and inclusion officers, so that the content is appropriate to specific children) – This will be on a case-by-case basis, depending on the background of the IFP
• Support in the cascade of the different inclusion related trainings (if and when possible)
• Assist teachers and outreach officers in early identification (including in-class observation if needed, for both identification and confirmation of inclusion practices in the classroom) – Inclusion officers will come up with a unified checklist to support IFPs in early identification and will train them on using it

• Act as a link between Inclusion officers, teachers and therapists (at school level) to insure coordination and flow of information among all
• Support inclusion officers in collecting any official papers of assessments previously done to the child (from caregivers)
• Support inclusion officers in filling the Disability Tracking Sheet (bio data, noting the number of therapy sessions taken by the child…) in coordination with the therapists and caregivers. Follow up with caregivers to confirm attendance of therapy sessions or to clarify reason if not

• Support the parental engagement on disability inclusion in each school/center
• Support in field/home visits upon need and without incurring any additional costs on the IFP
• Report cases of abuse, bullying, protection risks… of CWDs in the school to the inclusion officer and the social worker in school
• Report on the accessibility of schools
• Regular reporting and coordination with the inclusion officers based on the agreed plan with the officers
• If IFP have a technical background, they could accompany caregivers/children to the assessments’ sessions and devices assessments/measurements sessions (transportation should be provided by the organization)
• Participate in all capacity building opportunities provided by UNICEF or the inclusion officers

Timing

Duration of contract: Throughout the scholastic year for the DIRASA program and the round duration for the MSCC

Profile Requirements:

QUALIFICATIONS AND SKILLS

Education:

             Inclusion focal points will be either (by order of priority)

• University students/fresh graduates from the following majors (Special education, Psychomotor therapy, speech & language therapy, occupational therapy, Applied Behavior Analysis, Psychology, Social work/medico-social)
• Social workers/school counselors hired to support the schools/centers (confirmed by the MFP team)
• From the school/center staff

Criteria for IFP from the school/center:

• Previous experience in inclusion (if available)
• Background in behavioral sciences, psychology, sociology... (if available)
• To be able to support the program at least two days (equivalent to 10 hours) per week
• To be a fixed teacher in the school if possible (not contractual for a period)
• To be interviewed by inclusion officers

Other Requirements:

• To be able to support the program at least two days (equivalent to 10 hours) per week

COMPETENCIES

Core Values (Required)

• Commitment      
• Diversity and Inclusion     
• Integrity

Administrative Issues

Any travel that might be required from the IFP within the scope of DIRASA or the MSCC will be covered by the partner organization.