Special Education Technician - Forest Hill Senior - Jordan's Principle

Lester B. Pearson School Board; Saint-Lazare; On-site; CAD 42,000 - 64,000; Full time

Job summary

Forest Hill Senior in Canada seeks a dedicated education worker to support students with learning, intellectual, physical disabilities and behavioral needs within a multidisciplinary team. Fluency in French and English is required, and experience in elementary education is an asset.

You will implement individualized strategies, train students on technology tools, and collaborate with families and health/social services. A compassionate, flexible approach is essential.

Qualifications

• Hold a DEC in Special Care Counselling or equivalent; completed DEC prioritized.
• Certificates within 3 years: first aid (min 8 hours) and a refresher (min 6 hours).

Responsibilities

• Work with students with identified needs in the classroom.
• Liaise between students, staff, and administration.
• Train students on technological tools to support learning.
• De-escalate violent and difficult situations while maintaining student dignity.
• Plan and manage social skills or other groups.
• Attend multidisciplinary meetings with students/parents/caregivers and community partners.

Skills

Bilingual French/English

Experience with diverse student needs

Education

DEC in Special Care Counselling or equivalent

Tools

Google Platform

Google Read & Write

Snapverter

WordQ

Social Stories

Visual supports

Job description

Forest Hill Senior

*** Funding is attached to a specific student, if the student should leave the board or move schools, the individual would follow or the contract would end

Contract Ends: June 23, 2027

Principal: Lisa Larente

Qualifications

Hold a Diploma of College Studies in Special Care Counselling or a diploma or an attestation of studies recognized as equivalent by the competent authority. Candidates with a completed DEC in Special Care Counselling will be prioritized

AND

Hold a certificate dated no more than three (3) years attesting to the successful completion of:

1. a standard first aid course of a minimum eight (8)-hour duration; 2. a refresher course of a minimum six (6)-hour duration updating the skills acquired in the course mentioned in subparagraph

Other Requirements

• Must be fluent in French and English (oral and written)
• Experience in elementaryeducation is an asset
• Familiar with the French elementary program
• Familiarity with the use and creation of the following techniques/technologies: Google Platform, Google Read and Write, snapverter, word-q, Social Stories, and visuals (visuals schedules and other visual supports)
• Must be flexible and open to work with different types of students within the school
• Familiar with TIPPS(Trauma informed practices), CASP, UDL, Differentiated Instruction, SEL and Zones of regulation an asset
• Non-Violent Crisis Intervention Training or equivalent is an asset
• Knowledge and experience working with Health, Social Services and Community partners would be an asset
• First responder training would be an asset

Nature of the work

The principal and customary work of an employee in this class of employment consists of working as part of a teaching and multidisciplinary team to apply special education techniques, supports, and adaptations for students with intellectual/learning/physical disabilities and/or autism spectrum disorder and/or behavior disorders in educational, volunteer, and employment settings.

Daily Tasks/Dossiers

• Works in the classroom with students that have identified needs
• Works with a diverse range of student needs
• Ability to create and consult confidential reports on students' needs
• Liaison between students, staff, and administration
• Ability to implement the appropriate strategies that constitute an individualized profile
• Train students on technological tools to support their learning and examination procedures
• Attends multi-disciplinary resource and/or other meetings (including meetings with students/parents/caregivers and members of community organizations and/or health/social services).
• May have to contact students/parents/caregivers regarding student attendance, behavior, successes and/or struggles.
• De-escalates violent and difficult situations with both at-risk and high needs students while maintaining the students' dignity.
• Knowledge of outside services and support available to students is an asset
• Planning and managing Social Skills or other groups
• Daily check-ins with vulnerable students
• Recess duty to monitor vulnerable students
• Teaching self-regulation techniques
• Mediating conflict between students