Intervenor for Students with DeafBlindness (Term)

York Region District School Board; Newmarket; On-site; CAD 45,000 - 60,000; Full time

Job summary

York Region District School Board is seeking an Intervenor for Deafblind Students. The term position supports students with deafblindness, using total communication to facilitate learning and social interaction.

You will assist with IEPs, adapt materials, supervise activities, and collaborate with teachers and families. Required qualifications include a diploma in intervenor studies, at least one year of related experience, CPI training, and strong verbal/written communication skills.

Qualifications

• Diploma in Intervenor for Deafblind Persons or Deaf and Blind Support Specialist required.
• Minimum one year related experience.
• Training in Total Communication Approach required.
• CPI/de-escalation training and safety procedures preferred.
• Effective verbal and written communication and interpersonal skills.
• General computer literacy with board-approved software.

Responsibilities

• Provide support to students with deafblindness to participate in educational programs.
• Use total communication to facilitate interaction among students, staff and families.
• Assist in development and implementation of students’ IEPs under guidance of teachers.
• Adapt and prepare instructional materials (visual/tactile) to meet needs.
• Supervise students during classroom activities, field trips, and transitions.
• Assist with personal and medical care as required by policy and safety plans.
• Maintain records and attend meetings and professional development sessions.

Skills

Total Communication

Verbal/Written Communication

Interpersonal Skills

Education

Diploma in Intervenor for Deafblind Persons / Deaf and Blind Support Specialist

Tools

Computer literacy

Educational software

Job description

Interested candidates are required to complete the following on-line application to the attention of: The Recruitment Team.

This term position is effective immediately and ending on or about June 29, 2027.

This position is responsible for providing support to students with deafblindness which allows students to take part in, and benefit from, educational programs. The Intervenor provides access to and facilitates communication between students with deafblindness, other students, parents and staff using the student’s preferred mode of communication. Under the direction of a Regional Vision Resource Teacher, and in cooperation with the classroom teacher, the Intervenor reinforces the educational program by reinforcing concepts, adapting, and modifying instructional materials (visual and/or tactile) to meet the specialized needs of students with deafblindness in compliance with Board policies and procedures.

Major Responsibilities

• To receive and interpret information for students with deafblindness, in order to facilitate their participation in the visual/oral world around them.
• To use a total communication approach to facilitate communication between the students with deafblindness, other students and staff, in order to support the required education and communication levels (this may involve signing, tactile signing, voice, Braille, object/visual/tactile cues, etc.).
• To receive and relay information on behalf of students with deafblindness using a total communication approach.
• To reinforce skills and concept development through concrete, meaningful and functional activities and interactions with others and the environment.
• To provide reinforcement of the use of residual vision and/or hearing, while addressing sensory integration issues and changes in level of functioning, under the direction of the Regional Vision Resource Teacher.
• To serve as a support person to the teacher in the development and implementation of the students’ Individual Education Plans (I.E.P).
• To deliver interventions or strategies as set out in the I.E.P as established by teachers, in consultation with other resource staff.
• To assist in the promotion of interaction between students with deafblindness and his/her environment, fostering social growth, positive self-image, and meaningful contribution to society.
• To assist in the preparation and adaptation of materials and monitoring of programs.
• To supervise and assist individual and groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrival and departures, work placements and other situations as required.
• To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning, and assistance with mobility.
• To provide direct intervention, in accordance with student’s IEP and Safety Plan, in managing behavioural and immediate safety needs of the students using the principles of CPI and as outlined in the Memo Addressing Unsafe Student Behaviour in Safe and Supportive ways.
• To assist with ongoing assessment of student programs and writing daily anecdotal reports and records, as required.
• To attend meetings as requested.
• To attend professional development sessions/training as required.
• To perform other duties as assigned.

Line Of Responsibility

• Responsible to the school Principal and the Regional Principal of Student Services, through the Regional Vision Resource Teachers.

Education, Experience And Qualifications

• Secondary School Graduation Diploma with a two year diploma in Intervenor for Deafblind Persons or Deaf and Blind Support Specialist Program is required.
• Minimum one year related experience is required.
• Training in a Total Communication Approach is required.
• Training in de-escalation strategies (including CPI certification, where required), lifting and positioning techniques are requirements of this position.
• Effective verbal and written communication and interpersonal skills are required.
• A general working knowledge of computers and Board approved/implemented software is required.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.

Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the . Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
• African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);
• South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
• members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
• persons with visible and/or invisible (physical and/or mental) disabilities;
• persons who identify as women; and
• persons of marginalized sexual orientations, gender identities, and gender expressions.

Accessibility and Accommodation Statement

We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team.

Important Note for YRDSB Employees:

If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager ( ) to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing to review next steps (in the email please reference the job title you are applying to).

All successful candidates are required to provide a satisfactory police record check. Please refer to the for additional details.