School Inclusion Support Professional

Description

Job Summary: The School Inclusion Support Professional promotes inclusion and supports the educational and social development of students with specific needs. Key Highlights: 1. Individualized and/or group support for students with specific needs 2. Collaboration with teachers, pedagogical teams, and families 3. Focus on inclusion and development of autonomy in the school environment **Access the full public notice: https://docs.google.com/document/d/1pYbpCCmRGNnXiiTDFQfod2P6ORKrFXeAuOe5CjElQqg/edit?tab\=t.0** **Job Summary** The School Inclusion Support Professional plays a fundamental role in promoting inclusion and supporting the educational and social development of students with disabilities, disorders, or other specific needs. Their work aims to ensure that all students have access to learning and can progress, regardless of their abilities or challenges. This professional provides individualized and/or group support, adapting pedagogical activities and materials according to each student’s needs. Additionally, they directly assist students during pedagogical activities, mobility, meals, and hygiene, contributing to the development of autonomy, inclusion, and socialization within the school environment. They collaborate with teachers, pedagogical teams, and families to guarantee the right to inclusive, high-quality education, reinforcing the school’s commitment to accessible, equitable, and humanized learning. **Responsibilities** * Provide support services to students who are the target audience of inclusive education during instructional days and hours, in morning and afternoon shifts, aligned with students’ attendance schedules, addressing each student’s specific needs; * Identify, develop, and organize, in coordination with the classroom teacher and the Resource Room teacher, pedagogical and accessibility resources that eliminate barriers to students’ full participation, considering their specific needs; * Support the pedagogical inclusion of students with disabilities through individualized and/or collective assistance provided across all curricular and extracurricular school activities, as required by each student; * Contribute to the flexibility of pedagogical practices across different knowledge areas, * in coordination with the classroom teacher and the Resource Room teacher; * Ensure access and movement throughout the entire school environment; remain on standby to perform, at the appropriate time, functions such as providing snacks, oral hygiene, accompanying students to restrooms, changing clothing and/or diapers, if necessary; * Safely perform postural maneuvers, transfers, and locomotion, according to the knowledge required for the role and based on each student’s needs; * Continuously participate in the evaluation process jointly with the classroom teacher to assess the effectiveness of the educational process; * Safely transport and move students appropriately to carry out school activities outside the classroom, within the school premises, according to the knowledge required for the role; * Create pedagogical conditions aimed at overcoming exclusion, emphasizing the importance of heterogeneous environments that foster learning for all students; * Accompany students during break time to appropriate locations—such as the playground, cafeteria, or dining hall—and assist them during and after meals, including hygiene. At the end of break, assist them in returning to the classroom, according to the knowledge required for the role; * Develop, in coordination with the classroom teacher, practices that support progress in the learning process, nurturing students’ potential while respecting and considering their intellectual, physical, social, and emotional particularities; * Ensure service delivery in a manner that does not jeopardize students’ health and well-being, according to each student’s specific characteristics and needs; * Interact with the classroom teacher to advance pedagogical activities, stimulating students’ possibilities and potential; * Act, through planning conducted in partnership with the classroom teacher and under the guidance and collaboration of the pedagogical coordinator, orientation teacher, and, where applicable, the specialized AEE (Specialized Educational Assistance) teacher, to develop resources and strategies enabling student development; * Participate in Class Councils when requested, presenting students’ potentials and specific needs; * Inform the teacher and school unit staff, whenever necessary, about incidents related to students; **Academic Qualifications** * Completed high school education * Preferred: technical course in Teaching, ongoing Pedagogy studies, or related fields in Education and Inclusion. **Desired Experience** * Prior experience in school settings or supporting individuals with disabilities; * Experience in caregiving, social mediation, or educational activities. **Technical Knowledge** * Understanding of school inclusion and current legislation (Brazilian National Education Guidelines and Framework Law – LDB, Brazilian Inclusion Law, Inclusive Education Guidelines); * Basic techniques for supporting mobility, hygiene, and feeding; * Strategies to promote autonomy and socialization