Learning Support Unit Coordinator

The Learning Support Coordinator (LSC) is responsible for leading, coordinating, and implementing support strategies for students with diverse learning needs. The role involves working closely with teachers, parents, external professionals, and students to ensure inclusive education, equitable access to the curriculum, and the academic and emotional well-being of all learners.

The Learning Support Coordinator (LSC) will have the qualifications and experience to assess students for special education needs, to guide the development of individual education plans, to deliver specialized support to students with diverse needs, and to coach teachers in supporting students with diverse needs in the classrooms. The LSC will hold, and organize using external facilitators where appropriate, workshops for teachers to enable in-class support.
At Aga Khan School we expect all teachers to understand and live by the school mission statement which states, “The Aga Khan Education services will enable many generations to acquire both knowledge and the essential spiritual wisdom to balance that knowledge and enable their lives to attain the highest fulfilment”.

• Identify students’ learning needs through screening, data analysis, teacher/parent referrals, and assessments.
• Distinguish between students needing remedial support and those with specific learning needs.
• Identify students with literacy/language and numeracy difficulties (e.g., dyslexia, dyscalculia, dysgraphia), developmental disorders, cognitive challenges, physical/neurological impairments, and social-emotional/behavioral difficulties.
• Develop and implement individual education plans (IEPs) for students with specific learning needs.
• Analyse academic achievement of students in the Learning Support Unit (LSU) and formulate strategies to support improvement.
• Collaborate with subject teachers to align support strategies with classroom instruction.
• Maintain and regularly update a resource bank of materials and tools for diverse learning needs.
• Organize and manage learning materials and physical resources in the LSU to ensure accessibility and appropriateness.
• Identify external experts to support assessment of students with challenges not assessable in-school (e.g., autism, physical impairments).
• Keep accurate records of each student’s learning progress and intervention history.
• Maintain logs of parent meetings, support sessions, and program adjustments.
• Ensure proper documentation of contracts signed with parents and monitor adherence to terms.
• Work closely with parents to keep them informed of progress and involve them in the learning process.
• Schedule and document parent visits to the LSU; encourage participation in setting learning goals and reviewing progress.
• Collaborate with classroom teachers and school leadership to promote inclusive practices.
• Provide training and professional support to staff on differentiation and learning support strategies.
• Coordinate and monitor activities of Learning Support teachers; guide and coach on assessment and implementation; participate in setting objectives and performance appraisals.
• Ensure compliance with relevant inclusion and SEN policies and guidelines.
• Liaise with external professionals as needed and implement their recommendations.

• Bachelor’s degree in Education, B.A., BSc, or Special Education.
• Postgraduate qualification in Special Education.
• Minimum 5+ years’ experience teaching or supporting students with learning needs.
• Strong knowledge of SEN strategies, inclusive pedagogy, and child development.
• Proficiency with productivity software (Microsoft Office, email).
• Strong knowledge of assessment methods and tools for various special needs; certification as an assessor required.
• Expertise in assessing and developing support strategies for students with literacy/language and numeracy difficulties, concentration difficulties (ADD/ADHD), cognitive challenges, physical/neurological impairments, social-emotional/behavioral difficulties, and developmental conditions (e.g., autism).
• In-depth knowledge of government and examining body requirements (UNEB, Cambridge, IB) for assessing and requesting accommodations.
• Ability to create and maintain effective record-keeping systems for monitoring interventions and student progress.
• Outstanding written and verbal communication skills.
• Empathy, patience, and excellent interpersonal skills.