Organisation:
Adventist Development and Relief Agency International
Location:
Somalia
Deadline:
2026-10-15T00:00:00+00:00
REQUEST FOR CONSULTANTS
The Adventist Development and Relief Agency (ADRA) is a global humanitarian organization with a mission to work with people in poverty and distress to create just and positive change. ADRA Somalia belongs to the worldwide network, comprised of more than 130 supporting and implementing country offices. ADRA Somalia is seeking to recruit a consultant to undertake the following assignment:
SCREENING, ASSESSMENT AND INTERVENTION FOR INCLUSIVE WELLBEING FOR CHILDREN WITH SPECIAL EDUCATION NEEDS AND DISABILITIES
Background Information
In many contexts, even where there is strong commitment to promoting the rights, inclusion and wellbeing of children with disabilities, adequate systems for identification, assessment, referral and individualized support remain limited. Children with disabilities have diverse needs that may relate to physical, sensory, intellectual, developmental, communication, behavioral or psychosocial functioning. Without appropriate mechanisms to identify these needs and connect children and their families to suitable services, many conditions may remain unrecognized or inadequately addressed. Early identification, comprehensive assessment and targeted follow-up are therefore essential to ensuring that children with disabilities receive appropriate support and can participate meaningfully in family and community life.
Disability and poverty are deeply interconnected, with persons with disabilities often experiencing disproportionate levels of social and economic exclusion and reduced access to essential services, livelihood opportunities and civic participation. Children from economically vulnerable, displaced or otherwise marginalized households may face additional barriers to accessing assessment, rehabilitation, assistive devices and specialized support. In some cases, relatively straightforward interventions can significantly improve functioning and independence. For example, unidentified visual impairment may restrict a child’s ability to undertake everyday activities but may be substantially addressed through appropriate assessment and corrective devices. Similarly, hearing, mobility, communication, cognitive, developmental and psychosocial difficulties may remain undetected or unsupported where appropriate screening and referral mechanisms are unavailable.
Children with less visible disabilities, including intellectual, developmental, communication, behavioral and psychosocial difficulties, are particularly vulnerable to remaining unidentified. Their challenges may be misunderstood or attributed to behaviour, personality or other factors, resulting in stigma, isolation or inadequate support. Families and caregivers may also lack information about available services or may face financial, geographic and social barriers to accessing specialized assistance. Without timely identification and intervention, these challenges can become more pronounced and adversely affect children’s development, independence, wellbeing, social participation and future opportunities.
There is therefore a clear need to strengthen disability inclusion beyond any single sector or service. A holistic and systematic approach is required that considers the child within the broader family and community environment and recognizes the interconnected nature of health, protection, psychosocial wellbeing, rehabilitation, social inclusion and economic vulnerability. Such an approach should strengthen the capacity of relevant institutions, service providers, communities and families to identify children with disabilities, understand their individual needs and facilitate access to appropriate interventions and services.
While broader improvements in accessibility and inclusion can benefit many children, some barriers experienced by children with disabilities require specialized and individualized responses. These may include functional assessments, assistive devices, rehabilitation, physiotherapy, occupational therapy, speech and communication support, psychosocial services, medical referrals, caregiver support and adaptations to the physical and social environment. Effective support therefore requires mechanisms that can identify individual needs and translate assessment findings into practical interventions.
Strengthening these systems requires clear and accessible pathways for screening, assessment, referral, intervention and follow-up. It also requires appropriate coordination among relevant government institutions, service providers, community structures, families and other stakeholders. Addressing gaps in accessibility, technical capacity, service availability and referral mechanisms will contribute to an environment in which children with disabilities can exercise their rights, enhance their functioning and independence, participate more fully in their communities and achieve improved overall wellbeing.
Rationale for Disability Assessment and Intervention
Children with disabilities continue to experience significant barriers to accessing essential services, participating fully in their communities and realizing their rights and potential. The number, characteristics and specific support needs of children with disabilities remain inadequately documented in Somalia, limiting the ability of families, service providers and relevant institutions to plan and provide appropriate assistance. These challenges are particularly pronounced among vulnerable and marginalized populations, including internally displaced children, children living in rural and nomadic communities, working children, orphans and children from economically disadvantaged households. Gender, displacement, poverty and geographic isolation can further compound disability-related vulnerabilities and should therefore be considered when identifying and responding to individual needs.
Promoting disability inclusion requires more than identifying the presence of an impairment. Children with disabilities should have opportunities to participate meaningfully in family and community life, access appropriate services and support, develop their capabilities and achieve greater independence and wellbeing. This requires a holistic approach that recognizes each child’s individual circumstances, strengths and needs while addressing the physical, social, economic, communication and attitudinal barriers that may restrict participation.
Comprehensive assessment is an important component of early identification and intervention for children with disabilities, developmental delays and other functional difficulties. A structured assessment process can help determine a child’s functional abilities and support needs and identify appropriate interventions, assistive devices, specialized services and referral pathways. Assessments should consider relevant areas of functioning, including mobility, vision, hearing, communication, cognition, behaviour, psychosocial wellbeing, self-care, social interaction and participation in everyday activities.
Assessment should be undertaken with a clear understanding of its purpose and should inform subsequent intervention planning, implementation, referral and progress monitoring. It should also consider the child’s family and living environment, recognizing that parents and caregivers play an important role in identifying challenges, understanding the child’s day-to-day functioning and implementing recommended support.
Assessment processes should therefore be individualized, child-centred, inclusive and sensitive to age, gender, disability and contextual vulnerabilities. Most importantly, assessment should not be treated as an end in itself but as the starting point for practical action. Findings should lead to appropriate and feasible interventions, referrals and follow-up mechanisms that strengthen children’s functioning, independence, participation, protection and overall wellbeing.
Consultancy Objective
The objective of the assignment is to gather information for decision-making and intervention in the following four areas:
Screening.
Recommending intervention.
Individual program planning and implementation.
Progress monitoring and evaluation.
Scope of Work
Assessment teams must consider the purpose of each assessment and gather initial information at the onset of the process. The following are some general considerations, which will vary depending on the purpose of the assessment.
What is the purpose of this assessment, or why is it being conducted (for example, screening, recommending intervention, program planning and implementation, progress monitoring, program evaluation)?
What are the characteristics of the child (for example, age, physical abilities, communication skills, temperament, delay or disability)?
Who will take the lead or coordinate the assessment (for example, early childhood special educator, physical therapist, speech–language pathologist)?
Where will the assessment sessions take place (for example, home, childcare program, classroom, playground)?
Who will be involved in the assessment (for example, parents, other family members, early childhood special educator, related service practitioners), and what roles will these individuals assume (for example, facilitator, observer, assessor)?
When will the assessment sessions take place (for example, in the morning, after child’s nap)?
How will the assessment be conducted (for example, formal testing, observation, interview)?
What areas of development or content will be assessed? Will all integrated developmental domains or content areas be the focus of the assessment?
What assessment instrument(s) will be used (for example, formal test, observational checklist, play- based measure, family interview)?
How will the assessment area(s) be set up (for example, amount of space needed, equipment or materials needed)?
What skills or behaviors a...