RIGHTS Project: Inclusion, Accessibility & Opportunities for the

Differently Abled in Tamil Nadu

TERMS OF REFERENCE FOR ENGAGEMENT OF

Special Educator - One Stop Social Care Service Centre

1. BASIC DETAILS

TENKASI –I) KADAYANALLUR II) M.N. NALLUR
Duty Station :

CHENNAI- I) SHOLINGANALLUR II) TEYNAMPET

TENKASI –2 (Two)
No of Engagements :

CHENNAI- 2 (Two)

Language
: English & Tamil

Required/preferred

Duration of Contract : 24 months (Renewable subject to performance)

Reporting Officer : Centre Manager-OSC

2. BACKGROUND

i. As per the Census (2011), Tamil Nadu is the sixth most populous state in India

with a population of 72 million, which includes a proportion (1.63 percent) of

Differently Abled Persons compared to the national average of 2.21 percent. A

study that used pooled data from the District Level Household Survey-4 (2012-

13) and Annual Health Survey 2nd updating round (2012-13) reveals that there are

4550 differently abled persons amongst every 100,000 population in Tamil Nadu,

thereby indicating a much higher prevalence of disability in comparison to the

census data. Therefore, if one goes by the estimates of this recent study, about 3.2

million people in Tamil Nadu would live with some form of disability. Moreover,

even these estimations appear on the lower side, significantly since the definition

and type of disabilities have changed to include a larger population group since

the promulgation of the Rights of Persons with

Disabilities Act, 2016

ii. Differently Abled Persons (DAP) with disabilities face multiple socio-economic

constraints, including poorer health outcomes, lower education levels, limited

economic participation, and higher poverty rates than persons without disabilities.

They often experience exclusion and barriers in accessing health services,

education, employment, transportation, information, care, and rehabilitation

services. Furthermore, households with disabled members are more likely to

experience material hardships–food insecurity, poor housing, lack of access to safe

water and sanitation, and inadequate access to healthcare. Thus, these limitations

and barriers hinder their full and effective participation in society and affect the

country's productive potential, the human capital. To increase human capital and

reduce the achievement gap among people with disabilities, a coordinated and

comprehensive package of interventions appears warranted for addressing the

individual and community contexts at multiple and systemic levels.

iii. Tamil Nadu has always been a pioneer in the implementation of welfare schemes

for all sections of socially disadvantaged groups. Through its various initiatives

and schemes, the Department for the Welfare of the Differently Abled (DWDAP)

has extended full support to the differently abled people in their pursuit of full and

equal involvement in every aspect of society. The DWDAP is mainly responsible

for all administrative, statutory and service delivery functions, which are

implemented through its well-experienced workforce at the state, district and local

levels. The thrust areas of the DWDAP are prevention and early interventions,

special education, employment & vocational training, social security

(maintenance allowance, travel concession, assistance to NGOs), aids &

appliances, and barrier-free structure. Recently, DWDAP conducted a pilot project

in a few blocks of the state and has identified a need for a multi-sectoral, whole-

government, and capacity-building approach to care and rehabilitation of the

differently abled.

iv. The RIGHTS Project focuses on three pillars: first, promote inclusion of all by

ensuring that persons with disabilities participate equally with others in any

activity and service intended for the general public, such as education, health,

employment, and social services; second, improve the access of specialized

programs by investing in specific measures for quality care, rehabilitation, and

support services; and third, provide opportunities for persons with disabilities for

completion of education, skills training, and market-linked employment

opportunities. However, to manage the project at the proposed scale, substantial

efforts would be required to build the current institutional capacity of the DWDAP

at all levels in terms of field units for administration, service delivery, supervision

and monitoring, along with the autonomous capacity.

v. The project would be managed through the Directorate for Welfare of the

Differently Abled (DWDA), led by the Project Director (PD) RIGHTS project

cum Director DWDA, in the future also referred to as PD, and would have a

team of consultants. District Project Implementation Unit in each district will

oversee the activities at the district level headed by District Differently Abled

Welfare Officer (DDAWO). It will have a team of District Project Officers.

vi. To provide the overall process coordination of successful delivery of the

RIGHTS project, the DWDA for its RIGHTS PROJECT is seeking an interested

and qualified person to be engaged as a Special Educator - in the One Stop

Social Care Service centre in each subdivision during the project

implementation.

3 i OBJECTIVES AND SCOPE

Under the supervision of the Centre Manager – OSC, the incumbent will be

responsible for the activities related to Special Education for the differently

abled.

Develop Individualised Education Programs (IEPs) to set goals and track

progress of person with special needs. with other rehabilitation team members

and counsellors to prepare lessons and write reports.

ii The roles of the Special Educator are as follows,

Assess DAP’s abilities and craft teaching plans.

Adapt learning materials to DAP’s needs.

Keep track of and reflect on DAP’s progress.

Monitor DAP’s behavioural patterns and arrange appropriate interventions if

needed.

Find engaging activities to teach skills (e.g., drawing and theatre drama)

Preparing the teaching modules for children attending the centre

Prepare DAPs for transition to the next grade/level.

Inform parents about their children’s performance and potential problems.

Train the caregivers in special education aspects and activities of daily life for

the DAPs attending the centre.

Collaborate with the other specialists (e.g., counsellors, and speech therapists)

to create holistic intervention plans

Need to train the block team in special education aspects.

Need to deliver tele consultation as when needed.

Need to travel in mobile unit for assessment and treatment related to special

education

4 REPORTING AND REVIEW

The Special Educator will report to Case Manager-OSC.

5 EDUCATIONAL QUALIFICATION AND EXPERIENCE

Special Educator requires dynamic, experienced, and analytical professionals with

demonstrated experience in programs related to disability.

i) Special Educators should possess a valid full-time Bachelors / master’s degree in

special education in Intellectual Disability from a UGC recognised University. The

person should have live RCI (Rehabilitation Council of India) registration with a

valid number.

ii) Preferably 3 years post-qualification experience for Master degree / 5 years post-

qualification experience for Bachelor degree in areas relating to service delivery for

persons with disabilities, particularly in care, support, and rehabilitation services is

preferred.

iii) Demonstrated understanding of centre-based rehabilitation activities related to

Special Education

• Preference will be given to Differently Abled Person

6. Skills Required

i) Capability to assess, evaluate and monitor the Special Education aspects of the

differently abled people.

Ability to counsel the caregiver/family members of DAPS on importance of

Special Education

Able to read and write in Tamil and English

The candidate must be good, observant, patient and reliable with a desire to work

with persons with disabilities.

Computer proficiency and a good knowledge of MS-office, or equivalent

computer applications are required.

Ability to work in teams and liaise well with others.

7. Remuneration

i) The remuneration for the Special Educator would be Rs. 35,000 per month. Only

travel expenses will be paid additionally as per actuals. The Special Educator will

be at Subdivision level OSC during the contract period. Special Educators may

require travelling as per Project requirements.

ii) Special Educators will have to attend OSC on all working days unless on an official

tour as approved by Centre Manager-OSC. Special Educators may also be required

to attend office or need to travel in the mobile unit for assessment on holidays as

and when desired by PD/DPIU/SPIU/other higher officials for disposal of urgent

matters. However, no extra remuneration will be paid for attending the office

on holidays.