Personal Skills / Characteristics / Criteria / Method of Assessing
Knowledge and Experience
Experience of working with children, young people and/or adults in a special needs environment
Experience working with children, young people and/or adults with Autism Spectrum, challenging behaviour and associated complex needs
Knowledge of strategies used in therapeutic approaches to working with a range of individuals with Autism supporting language, social communication, living and learning
Experience of making and using therapeutic resources including a range AAC
Experience of adapting communication resources or designing programmes of therapeutic intervention
Experience of working independently to carry out programmes of intervention, or work under the guidance of a supervising therapist or line manager
Awareness and experience of the difficulties faced by families/carers of children, young people and/or adults dealing with the challenges of caring for them.
Understanding of the types of difficulties/differences caused by Autism spectrum disorder affecting language, social communication, living and learning.
Experience of working as part of a team in an education/care setting
Knowledge of the role of Therapeutic support in education and/or care settings
Knowledge of Autism good practice and current legislation and guidelines / E
E
E
E
D
D
E
E
E
D
E / AF/I
AF/I
AF/I
AF/I
AF/I
AF/I
AF/I
AF/I
AF
AF
AF/I
Qualifications and Training
Good Standard of Education
NVQ level 2 in a education, health or social care subject or equivalent
Training in ASD/sensory needs
Knowledge of Communication difficulties, sensory needs, behaviour and learning in ASD
Relevant training in a sub specialty of Speech therapy/Occupational therapyfor example training courses in relevant approaches/strategies such assigning, PECS, TEACCH, sensory processing, intensive interaction
IT skills, e.g. word processing
Technology for supporting communication
Awareness of child protection/vulnerable adult legislation and issues. Knowledge of legislation pertaining to children/individuals with learning disabilities around safeguarding, equality and diversity, care and/or education / E
E
E
D
D
D
E
D
E / AF/QC
AF/QC
AF/I
AF/I
AF/I
AF/I
AF/I
AF/I
AF/I
Skills and Abilities
Demonstrate an understanding of difficulties in autism and how it can affect an individual’s development and well-being
Demonstrate good observational skills / E
E / AF/I
AF/I
Ability to work directly with individuals and/or small groups of children/service users
Ability to support the use of a range of low and high tech AAC e.g. sign, symbol software, aided AAC and communication software in day to day practice
Ability to apply previous experience, skills and training to be able to use specialist equipment to devise and coordinate creative sensory based activities in line with pupil needs and the curriculum
Ability to implement specific methods widely regarded as beneficial when working with individual’s with Autism e.g. intensive interaction,
Skilled in using good communication strategies that promote good rapport and facilitate positive relationships. / E
E
E
D
E
E / AF/I
AF/I/QC
AF
AF/I
AF/I
AR/I
Ability to work confidently with range of complex needs and behaviours / E / AF/I
Ability to work effectively under direction and/or guidance of a supervising therapist, including a commitment to team working
Ability to ask for help when needed. / E
E / AF/I
AF/I
Good organisational skills, prioritisation skills and ability to work to deadlines
Ability to organise and prioritise own caseload / E
D / AF/I
AF/I
Ability to write and keep accurate records and maintain professional standards
Ability to process and/or collate complex information and data. / E
D / AF
AF/I
Ability to understand and follow best Autism practice in service delivery and provision within National and local legislation and company policy and guidelines / E / AF/I
IT skills, e.g. Microsoft office, accessing & correspond using email / internet / E / AF
Personal Qualities
Ability to work as a member of a team or on own initiative / E / AF
To be a competent communicator, be able to clearly explain yourself and listen carefully to others
To be sensitive to others circumstances but also aware of the need to challenge others thinking in influencing change / E
E / AF/I
AF/I
Full current driving license and access to vehicle / E / AF/QC
To have an ‘open’ and positive attitude to work, also with drive and resilience / E / AF/I
An ability to provide a genuinely person centered approach and to apply that to service improvement / D / AF/I
A personal commitment to high standards in order to benefit service users/students / E / AF/I
A commitment to the rights of individuals to have the maximum possible choice and control over their lives. / E / AF/I
Maintain professional relationships at all times / E / AF/I
Commitment to undertake further training and continued professional
Development / E / AF/I
Ability to fulfill all essential aspects of job description
To be in good general health and be fit for work / E
E / AF/I
AF/I
D = DesirableE = Essential
The postholder will be required to undergo and obtain a satisfactory Enhanced Disclosure and Barring Services check.
Disability Discrimination Act 1995
The ways in which a disabled person meets the criteria for a post must be assessed as they would be after any reasonable adjustments required had been made. If appropriate, disabled candidates should indicate on the application form if they have needs which should be considered at the short listing stage.
Short listing will solely be from the completed application form only, against the criteria marked “S”, therefore you must ensure these areas have been demonstrated on the application form. It is not sufficient to state, for example, “I have knowledge of domestic skills”. Please refer to ‘Guidance Notes – Employment Application Form’.
SHORT LISTING PANEL:
KEY: / AF = Application Form / QC = Qualification Certificate / I = Interview / S = Short listing1. / 2. / 3. / Interview Offered: YES NO
Sept 17