Vickneswary Rajo Mutaya

I am a special education teacher with a passion for teaching from young. Over the course of my career, I have gained valuable experience in teaching children with special needs.

Teaching children with special needs requires a unique set of skills and expertise to create a supportive and inclusive learning environment.

Patience: Patience is essential when working with children who may require more time to grasp concepts or express themselves.

Understanding of Individual Needs: The ability to assess and understand each child's specific learning needs and adapt teaching methods accordingly is crucial.

Differentiated Instruction: Skill in tailoring lesson plans and materials to accommodate a wide range of learning abilities and styles.

Adaptability: Being flexible and willing to adjust teaching strategies on the fly to meet the evolving needs of each student.

Empathy and Compassion: Demonstrating empathy towards students with special needs and creating a nurturing, non-judgmental environment.

Strong Communication: Effective communication skills are vital for conveying instructions, providing feedback, and collaborating with parents, support staff, and therapists.

Inclusive Practices: Knowledge of and commitment to inclusive education practices that promote the participation of all students.

Behavior Management: Strategies for managing challenging behaviors and promoting positive behavior within the classroom.

Knowledge of Disabilities: Familiarity with various disabilities, such as autism spectrum disorders, ADHD, dyslexia, and physical disabilities, to better address specific needs.

Individualized Education Plans (IEPs): Proficiency in developing, implementing, and monitoring IEPs for students with special needs.

Assessment and Progress Monitoring: Ability to assess student progress and adapt instruction accordingly, including using various assessment tools.

Collaboration: Working collaboratively with special education professionals, therapists, and parents to provide holistic support for students.

Technological Skills: Familiarity with assistive technology and adaptive tools that can aid learning for students with disabilities.

Advocacy: Advocating for the needs and rights of students with special needs within the school and community.

Crisis Intervention: Knowledge of strategies to address and de-escalate crisis situations that may arise.

Cultural Competence: Being culturally sensitive and aware of how cultural factors may impact the learning and development of students with special needs.

Sensory Integration: Understanding and implementing sensory strategies to support students with sensory processing difficulties.

Positive Reinforcement: Using positive reinforcement techniques to motivate and reward students for their efforts and achievements.

Legal and Ethical Awareness: Knowledge of special education laws and ethical standards relevant to teaching students with special needs.

Self-Care: Recognizing the importance of self-care to prevent burnout and maintain the energy and enthusiasm needed for this challenging but rewarding work.

These skills and areas of expertise are critical for creating an inclusive and supportive educational environment where children with special needs can thrive and reach their full potential.

I am excited about the opportunity to join Natrona County School and contribute to its continued success. I believe my skills and passion align perfectly with the school's values and vision.

Thank you for considering my application. I look forward to the possibility of discussing how my background and expertise can benefit your team further.

Ministry of Education (July 2009 – May 2012)

Allied Educator (Learning and Behavioural Support)

• Working closely with teachers in managing and supporting students diagnosed with special needs.
• Providing in-class support, withdrawal support, small group remediation and specialized training/support in life skills
• Setting up and maintaining a special-needs friendly classroom
• Providing feedback to teachers and parents on the needs and progress of the special needs pupils
• Collaborating with external professionals/agencies supporting the special needs pupils

St. Andrew’s Mission Hospital (June 2012 – Dec 2020)

Programme Lead (St. Andrew’s Autism School)

• Plan, and monitor budget pertaining to school-wide initiatives/programmes
• Supervise and evaluate the school staff in relation to teaching and learning program. E.g., classroom observations, examining lesson plans and written assignments etc
• Manage the performance appraisal of teaching staff including recommendation for confirmation of appointment
• Identify staff development needs and organize staff improvement programs to matters pertaining to staff and student welfare
• Plan classroom allocations, placement of teaching staff and general school timetable
• Orientation of parents of new intake
• Curriculum development and case discussions
• Any other duties / projects assigned by school leaders

Melbourne Specialist International School (Jan 2021 – Dec 2021)

Principal

• Campus safety check
• Meeting parents and students at arrival and dismissal
• Supporting challenging behaviours in class
• Conducting school tours for new parents
• Teacher reviews / observations on teaching, classroom management etc.
• Check on school reports / portfolios
• Review of Individual Learning Plans
• Planning of one / more Professional Development sessions for the teachers
• Staff appraisals

Fernvale Gardens School (Dec 2021 – Now)

Acting Head of Department (HOD) Learning, Research & Technology /Teacher

Curriculum and instructional excellence

• Plan engaging and well-paced lessons taking account of the diverse learner profiles of students
• Deliver lessons using evidence-based pedagogy and meaningful activities to meet the educational needs of individual students
• Implement appropriate modes of assessment to monitor student progress by providing accurate feedback, and implement suitable instructional supports to close gaps

Holistic student development

• Build a strong relationship with students by demonstrating care, concern and encouragement
• Formulate data-based, student-centered IEP and ITP process for all students, and support their attainment of IEP and ITP goals through appropriate strategies implemented in partnerships with families, caregivers, Allied Professionals and other relevant stakeholders
• Design and implement positive, robust classroom routines and practices to create and maintain a safe and conducive learning environment as well as foster student development and well-being
• Implement techniques and behaviour plans to manage students with complex and challenging behaviours
• Manage emergency situations to resolve any immediate safety concerns and implement required school processes

Professional development

• Proactively engage in professional development for knowledge and skills development
• Participate in professional learning teams to foster collaborative learning between staff members

Projects, programmes and initiatives

• Assist in CCA to enhance students' learning experiences
• Participate as a committee member to support various school initiatives and/or events

Partnerships and stakeholder management

• Maintain direct communications with external stakeholders (e.g. families, caregivers, community partners and commercial partners) to support students and/or school initiatives
• Work in partnership with families to support student learning and Transition Planning to achieve positive post school outcomes

Organisation management and development

Manage daily administrative tasks (e.g. track attendance, collect forms, and update families/caregivers.)

Kaplan Singapore (Murdoch University)

• Bachelor of Arts (Psychology)
• Pursued part-time and completed in 2022

National Institute of Education

• Management and Leadership in Schools (2018)

Autism Resource Centre (ARC)             

• Diploma in Autism Studies (Jul 2011 – Mar 2012)

National Institute of Education                                          

• Diploma in Special Education (Aug 2009 – May 2010)

Linguistic Council                                                              

• Diploma in Learning Disorder Management and Child Psychology (Jul 2008 – 2009)

Nanyang Polytechnic, School of Information Technology

• Diploma in Information Technology (Jul 2004 – 2007)

Specialised in :

• Internet Mobile Applications Development