Specialism overview
Roles are described in different ways across the sector, including learning support teacher, inclusion coordinator, SENCO and specialist teacher. The title matters less than the provision model, so ask how the school identifies need, allocates support and works with external professionals.
Assessment and reporting practice also differ, because local frameworks are not the same as the UK system.
Typical international-school context
Access to educational psychology, speech and language therapy and occupational therapy varies by country and by school. Some schools employ specialists directly, others work with external providers, and some rely on families to arrange support privately.
Relevant qualifications
- A recognised teaching qualification, with SEN or inclusion specialism where held
- Qualified Teacher Status where required
- The National Award for SEN Coordination for coordinator roles, where held
- Training in specific approaches or assessment tools
Experience schools may value
- Writing and reviewing individual education plans
- Coaching class teachers on differentiation and access strategies
- Working with external specialists and with families
- Distinguishing language acquisition needs from learning needs
Preparing your CV
International schools read a lot of CVs, so make the inclusion and SEN detail easy to find. Lead with your current role, then set out the curriculum, year groups and qualifications you have taught, and keep the formatting plain so it survives being forwarded as a PDF.
- Name the curriculum and examination boards you have worked with
- Give year groups or key stages rather than vague phase descriptions
- Include leadership, mentoring or coordination responsibilities
- Mention relevant professional development and accreditation
- Keep it to two pages and avoid photographs or personal identifiers you do not need to share
Interview preparation
Most international recruitment starts with an online interview, often followed by a task, a recorded lesson or a live teaching activity. Schools want to see how you think about learning, not a rehearsed script.
Prepare examples that show impact over time: a group you moved forward, a scheme of work you rebuilt, a pastoral situation you handled well. Have questions ready about curriculum, timetable, support staffing and induction, because thoughtful questions read as professionalism.