Support Occupational/Behavioral Therapy Training and Programming

Activity/project background

The Ministry of Education established a Special Education Needs (SEN) Department in 2017 and appointed an Assistant Chief Education Officer in 2022 to plan, implement, monitor, and evaluate initiatives to support an inclusion policy while providing targeted support for students with special education needs.

Teachers refer students with parental consent for further testing and treatment, and the SEN department provides support and training. Special schools and SEN hubs are sparsely available to students and parents in cases of severe disability. In some locations across Guyana, there are higher concentrations of learners with special education needs and there is also a growing number of cases with autism and attention deficit hyperactivity disorder.

Special Needs Education Officers, who have some basic to advanced training in special education, are located at each regional education department to bolster teachers’ professional development, diagnostic screening, assessments, interventions and treatment while sensitizing parents on the technical support children may need. As there are not many qualified people to effectively support the needs of special education, the SEN department is requesting the support of one Virtual Service Pilot Participant (VSPP) to co-facilitate occupational therapy for a diverse group of students. The VSPP will support assessment, program design, implementation, and training for parents and caregivers.

The organization has previously collaborated with the Peace Corps. They understand that the role of a VSPP is very different than a two-year Peace Corps Volunteer or Peace Corps Response Volunteer.

Engagement and tasks

The VSPP will engage in the following tasks, in collaboration with their host country partners:

• Co-assess the needs of with a cohort of about 20–30 parents whose children are undergoing behavioral therapy
• Co-design individual education plans for parents to use with learners who have behavioral challenges
• Co-design and co-facilitate at least four seminars and educational programs to train caregivers and parents about common issues identified during the needs assessments and provide positive coping strategies
• Co-design and co-produce brochures and other resources for parents and teachers about strategies for responding to and supporting learners with behavioral challenges, especially covering areas uncovered during the needs assessment

VSPPs are expected to engage on the tasks listed above for an estimated 5–15 hours per week. This engagement is estimated to be 12 hours per week.

Online collaboration will generally occur between 3:00 p.m.–7:00 p.m. Guyana time. Specific times will be determined during orientation.

The host country counterpart will have access to WhatsApp, Zoom, and Google Meet for regular communication and collaboration.

Per the Child Protection Code of Conduct, when engaging online with minors (0–18), two adults must be present.

Optional additional activities

The Peace Corps mission is to promote world peace and friendship by fulfilling three goals:

1. To help the people of interested countries in meeting their need for trained men and women.
2. To help promote a better understanding of Americans on the part of the peoples served.
3. To help promote a better understanding of other peoples on the part of Americans.

Goal 1 will be achieved through the VSPP's engagement and completion of the above tasks. The counterpart and VSPP may also choose to identify an activity that aligns with Goal 2. Additionally, the VSPP may identify a Goal 3 activity to implement during their engagement. See recommendations and tools for Goal 3 activities.

Essential qualifications

Education: Bachelor’s degree in special education

Experience: 2 years teaching in special education classrooms or residential homes for people with disabilities, including hearing/visually impaired or other relevant experience

Intercultural skills and motivation: Flexible, strong cross-cultural agility, high tolerance for ambiguity, able to work independently, resourceful, creative, and genuinely motivated and capable to serve virtually

Desired qualifications

Education: Master’s degree in special education

Experience: Virtual engagement and communication

Terms and conditions of engagement

VSPPs will be engaging with the host country partner, in coordination with Peace Corps post staff, remotely from the US. They should have access to a computer, internet, and telephone in order to enable direct engagement with the Peace Corps overseas office and the Host Country Counterpart assigned by the host country partner.

Orientation with the host country partner will be provided, within the designated virtual service hours, during the first week of virtual service via an online presentation and discussion. The host country partner will provide an overview of its organization, the local context, and how they envision collaborating with the VSPP.

The VSPP will have regular check-ins with their counterpart and bi-weekly check-ins with Peace Corps staff. Spending unstructured time with counterparts can be critical to relationship-building and is encouraged through activities such as coffee chats and informal calls within the weekly 5-15 hours.

Engagement safety and security

The VSPP will receive an orientation on Peace Corps’ Child Protection Policy and how it relates to online engagement along with IT security best practices. The VSPP will be expected to follow safety and security guidelines for online engagement to ensure their safety and that of the Host Country Partner and their counterpart, and any beneficiaries of the engagement.

Supervision requirements

The VSPP will report to a designated Peace Corps staff member. The VSPP will be expected to abide by the Virtual Service Pilot Participant and Donation Agreement and Participant Principles of Engagement. The VSPP will also be expected to check in with the designated host country counterpart as assigned by the host county partner.