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Pacific Vacancies Announcement No. 2024/690

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Autism Advisor: Neurodiversity Access and Accommodation

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Terms of Reference

Republic of the Marshall Islands (RMI)

Individual Consultant

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Background:

The Republic of the Marshall Islands (RMI) is one of the world’s clan-based societies. The country consists of 29 atolls and 5 isolated islands (24 of which are inhabited) and has a total land mass of just 181 km2 set in an area of over 1.9 million km2 in the Pacific Ocean. There is a growing recognition that the foundations of human capital formation in RMI are at risk despite improvements in national and household wealth. Poor early life health and nutrition, lack of early stimulation and learning, and exposure to poverty and severe stress threaten the ability of thousands of children to reach their full potential. These challenges are manifest in high rates of early childhood undernutrition and poor child development outcomes. In RMI, children experience adversities across multiple domains, undermining children’s opportunities to be healthy and prepare for future endeavors.

Barriers to optimal child development in RMI span across sectors, including: (i) limited availability, affordability, and consumption of nutritious diets, especially for women and children from vulnerable households; (ii) inadequate access to quality maternal and child health, nutrition, and immunization services; (iii) inadequate access to clean water and sanitation; (iv) insufficient opportunities for early stimulation and early learning; and (v) lack of support through formalized social assistance mechanisms. Cutting across all of this is a general low awareness of the importance of early child stimulation, health and nutrition. To address the above constraints, the Government of the Republic of the Marshall Islands is developing a comprehensive, integrated, early childhood development (ECD) program.

The ECD-II constitutes the second phase of the International Development Association (IDA)-financed support to RMI’s ECD sub-sector. Since 2019, the Recipient has been implementing the Multisectoral Early Childhood Development Project (ECD-I) — considered to be a flagship of the government — to comprehensively address the need of the nation's young children and their families. The ECD-II project aims to address Marshallese families’ key constraints to utilizing ECD services. Extending interventions and services to children with disabilities, including more accessible learning materials, whilst systemically increasing capacity to enable operationalization of existing RMI legislation on inclusive education services and the rights of people with disabilities is a significant initiative.

The Government of the RMI is seeking an Autism Advisor to ensure early learning programs are inclusive and accessible to all children, with a particular focus on neurodiversity access and accommodation.

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Project Objectives and Description:

GRMI seeks compassionate and skilled Autism Advisor to enhance the capabilities of non-specialists working with autistic children. This role involves providing training, guidance, and support to educators, caregivers, and other professionals to foster an understanding and effective approach to working with autistic children. The ideal candidate will be an advocate for best practices in autism support and possess a strong background in both autism spectrum disorders and professional development.

Key Responsibilities:

• Training and Workshops: Develop and deliver comprehensive training programs and workshops for non-specialists, including educators, caregivers, and community professionals, focusing on autism spectrum disorders, inclusive practices, and individualized support strategies. Include training on the use of more accessible learning materials aimed at extending interventions to young learners.
• Consultation and Support: Provide one-on-one and group consultations to non-specialists to address specific challenges and offer practical solutions for working with autistic children.
• Resource Development:? Share essential relevant resources with PSS with the objective organize a library of resources, including toolkits, guides, and visual aids, to support non-specialists in their roles. Assist in the procurement and/or development of more accessible learning materials for children.
• Assessment and Evaluation: Assess the effectiveness of training programs and provide feedback for continuous improvement. Evaluate the needs of non-specialists and tailor support strategies accordingly.
• Collaboration: Work closely with school administrators, ECD partner ministries, WUTMI, and other organizations to promote inclusive practices and integrate autism support strategies into existing programs.
• Advocacy: Develop advocacy strategies and work to raise awareness about autism within the community and among professionals.
• Professional Development: Share current relevant research and best practices in autism with RMI PSS colleagues and other stakeholders.

Institutional and Organizational Arrangements:

The Autism Advisor reports to the Associate Commissioner of Early Childhood Education via the Special Education Director and has a dotted reporting line to the PIU Project Manager.

The contract will be administered by the Ministry of Finance, through the ECD team. The Autism Advisor will submit monthly/semi monthly progress reports to the AC ECE, Director of Special Education, and PIU Project Manager. The National ECD Coordinator-PSS will submit the same reports to the Commissioner of Education. All financial records and payments will be coordinated by the National Coordinator ECD-PSS and submitted to MoF DIDA CIU-FM for review, approval, and payment processing.? Reports To: Associate Commissioner of ECE via Special Education Director

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Outputs/deliverables:

• Monthly/semi-monthly reports.
• Records of capacity building, training and workshops.
• Record of consultations and practical solutions provided.
• Evidence of resource development and actions toward more accessible learning and learning materials for children.
• Notes on efforts related to coordination, collaboration, advocacy and other tasks.
• Summary agendas and notes from training programs

Qualifications:

• Education: Bachelor’s or Master’s degree in Special Education, Psychology, Social Work, or a related field. Certification in autism spectrum disorders or related specialties is preferred.

• Experience: Deep understanding of neurodiversity and experience working with neurodiverse learners. Minimum of 3 years of experience working with autistic children and a proven track record of providing training or professional development for non-specialists.

Skills:

• Strong understanding of autism spectrum disorders and evidence-based practices for support.
• Excellent communication and presentation skills.
• Ability to develop training materials and deliver engaging and effective workshops.
• Strong problem-solving skills and the ability to provide practical solutions in real-time.
• Compassionate, patient, culturally-sustaining approach, with a commitment to fostering a supportive environment for autistic children.

Additional Requirements:

• Ability to work independently and as part of a team.
• Flexibility to adapt to the needs of different audiences and settings.
• Willingness to travel to outer islands for training and support, as needed.
• Priority to reside in Majuro, RMI for initial period; however hybrid options will be considered.

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Desirable:

• Knowledge of speech and language disorders, assessment tools, and therapy techniques
• Strong interpersonal skills to effectively communicate and collaborate with clients, families, and the multidisciplinary team

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