About the Role
The Department of Education is seeking a dedicated Education Therapist – Speech-Language and Audiologist based in the vibrant city of Nelson Mandela Bay, specifically at Greenwood Primary School. This essential role focuses on identifying and alleviating barriers to learning for students, ensuring that each learner receives the necessary support to thrive in their educational journey. By assessing students’ speech and auditory capabilities, you will play a crucial part in shaping their academic experiences and overall well-being.
In the heart of the community, your contributions will not only transform individual lives but also enhance the educational landscape of the area. Engaging with a multi-disciplinary team, you will provide direct and indirect therapy services, advocate for inclusive education, and promote awareness of various disabilities. Your work will directly impact the future of the learners, making this position not just a job, but a vital public service role in South Africa.
About the Department
The Department of Education is committed to fostering a robust educational environment for all learners across South Africa. With a mission to promote inclusive education, the department strives to ensure that every child has access to quality learning opportunities, regardless of their challenges. Working here means being part of a team that values collaboration, innovation, and the empowerment of individuals to reach their fullest potential.
What You’ll Do
- Assess learners’ communication and auditory functioning to identify learning barriers.
- Conduct speech-language and hearing screenings, as well as formal assessments.
- Engage in multi-disciplinary discussions to inform therapeutic interventions and make recommendations.
- Provide direct and indirect therapy to learners in various educational settings.
- Manage assistive devices and maintain accurate records of therapy services.
- Participate in capacity-building programs and share knowledge with stakeholders.
- Collaborate with diverse organizations to advocate for learners facing challenges.
- Supervise undergraduate students in Audiology as required.
What You’ll Need
- RVQ 13/14 qualification in Speech Language Therapy and Audiology recognized by SAQA.
- Registration with the Health Professions Council of South Africa (HPCSA) as a Speech Language Therapist and Audiologist.
- Registration with the South African Council for Educators (SACE).
- At least one year of relevant experience post-registration with HPCSA.
- A valid driver’s license for mobility.
- Knowledge of Inclusive Education policies and relevant guidelines.
- Skills in therapeutic assessment, multi-disciplinary teamwork, and report writing.
How to Apply
Please submit your application before the closing date as late applications will not be considered.
Requirements
RVQ 13/14 qualification in Speech Language Therapy and Audiology as recognised by SAQA.Registration with the Health Professions Council of South Africa (HPCSA) as Speech Language Therapist and Audiologist.
Registration with the South African Council for Educators (SACE).
One-year relevant experience after registration with the Health Professions Council of South Africa (HPCSA).
A valid driver's license is required.
Knowledge: Inclusive Education (IE) policies (White Paper 6); Screening, Identification, Assessment and Support (SIAS) policy; Guidelines on the development of Full-service/Inclusive Schools; Guidelines on the development of Special Schools as Resource Centres; Care and Support for Teaching and Learning (CSTL); Integrated School Health Policy.
Skills: Therapeutic assessment and techniques; multi-disciplinary teamwork; Preventative and developmental approach; Development of training programmes; Report writing; Analysis of data and trends.
Job Duties
Assess the learner’s level of functioning to identify barriers to learning based on the Speech Language Therapy and Audiology’ scope of practice: Conduct speech-language and hearing screening for the learners; administer formal assessments.Analyse and interpret results for better decision making for therapeutic intervention, engage in multi-disciplinary team discussions and make recommendations and/or referrals: 2) Provide intervention (direct and indirect therapy) relating to barriers to learning: Provide direct and indirect services based on Speech-Language and Audiology plan to learners in public special schools and public ordinary schools; prescribe, issue and maintain assistive devices (e.
g.
Fm Systems and Communication Devices); maintain records of Speech-Language and Audiology services, effective administration practices and report to supervisors as required: 3) Engage in therapeutic capacity-building programmes and skills sharing on related therapy matters: Provide appropriate information regarding programmes offered by therapists to internal and external stakeholders (e.
g.
School Based Support Team, District Based.
Support Team, parents etc.
).
Promote awareness of the different therapy disciplines; participate in awareness campaigns of different disabilities; provide direct or indirect outreach services when required; engage in continuous professional developmental activities based on the relevant programmes offered in the school; supervise undergraduate Audiology students as required.
4) Management of Speech Language Therapy and Audiology equipment and assistive devices: Request appropriate and adequate assistive devices and equipment based on learner needs; safeguard assistive devices and equipment; maintain records of material, equipment and the issuing of assistive devices and report faults and maintenance needs of the materials and equipment; participate in inter- and 89 intra-sectoral networks and collaborations.
5) Participate in inter- and intra- sectoral networks and collaborations: Collaborate and interact with stakeholders (e.
g.
, Department of Health, Department of Social Development, Non-Profit Organizations, Non- Governmental Organizations, local government, and the broader Community).
Advocate for learners who experience barriers to learning; liaising with therapists from other special schools and sharing best practices and experiences; liaison with relevant professional boards and tertiary institutions; participate in extra-mural and co- curricular activities.
