Elzahn Van der Linde

In the past, I have served as the learning support specialist on an Inclusive Education Team nested at Astra special school while I am working towards completing my master’s in educational psychology. Currently, I am employed at Metro South Education District as an Educational Psychologist. Currently, I am responsible for the psycho-social support needs of 20 schools in collaboration with the Learning Support Advisor and Social worker assigned to the circuit.

As a learning support specialist and now an Educational Psychologist, I have the privilege of working with learners across their developmental life span from Grade R to Matric. I have had the honor of working with and learning from learners who are differently abled whilst being able to empower teachers and parents to support these learners to the best of their ability. The inclusion of all learners within the schooling system and broader society is a cause close to my heart.

January 2022 - Present Educational psychologist Metro South Education District

Skills:

• Good communication skills and interpersonal relationships.
• Good organisational skills & time management
• Diligent & a good work ethic
• Sound knowledge about the following policies - CAPS, SIAS, Abuse no more, White Paper Six, CSTL, Guidelines for full-service/inclusive schools, Guidelines to ensure quality education for all
• Excellent computer skills- Ability to use Word, Excel, Powerpoint, MsTeams, Zoom, Google platform
• Ability to work under pressure - able to manage my caseload
• Ability to meet deadlines
• Sound knowledge and practical experience in administrating various psycho-educational assessments that have been standardised for the SA context (JSAIS, SSAIS-R, ISGSA, Bender, Beery, DAP, KFD, Rotter incomplete sentences)
• Able to provide individual and group therapy based on learners' needs and using different modalities. Modalities I currently have experience in play therapy, cognitive behavioural therapy, brief solution-focused therapy, person-centred therapy
• Ability to write clear and concise assessment reports based on the learner's profile
• Trauma debriefing skills

• Develop training for teachers, parents and other support staff with regard to different barriers to learning, early identification and differentiated teaching strategies to allow learners access to the curriculum.
• Develop preventative programmes in collaboration with Learning Support Advisor and Social worker for learners, parents and other support staff to prevent learning barriers.
• Assist teachers and other role players in the development of Individual support plans by looking at the learner's support needs or based on the findings of the psycho-educational reports.
• Providing training for teachers and SBST in the SIAS referral pathway and how to implement the SIAS policy as an effective support tool
• Provide training and guidance to teachers with regards to assessment accommodations - how to apply for accommodations & who qualifies for accommodations.
• Developing training with regards to positive discipline in the classroom - how to manage learners with behaviour challenges & implementing restorative discipline practices
• Providing wellness sessions for teachers and support staff.
• Conduct psycho-educational assessments for learners to establish their level of support needed
• Apply and manage applications to special schools and schools of skills for learners who meet the minimum requirements
• Support and assess learners who are out of school - manage their applications and placements into schools
• Work within a multi-disciplinary team to assist the assigned schools and learners' support needs
• Provide high school support in terms of motivational talks, study skills and career guidance (subject choice)
• Look for trends within referrals from schools and implement preventative programmes in assigned schools
• Take part in the trauma-informed project and roll out training to the assigned schools
• Report on interventions provided on a quarterly basis as requested by the district
• Take part in professional development as required by the HPCSA
• Provide feedback to parents and other relevant role-players after intervention (assessment, therapy).
• Collaborate with other organisations or professionals to meet the support needs of the learners.
• Attend SBST case discussions and support SBST in terms of identified needs.
• Attend district and other relevant meetings as required.

• Masters in Educational Psychology Cum Laude –Stellenbosch University – 2020
• Honours in Educational Psychology –Stellenbosch University – 2013
• Bachelor of Education in General Education (Foundation Phase) Cum Laude –Stellenbosch University – 2012