TECHNICIENNE OU TECHNICIEN EN ÉDUCATION SPÉCIALISÉE- Jordan's Principle

Lester B. Pearson School Board; Saint-Lazare; Presencial; CAD 42.000 - 64.000; Jornada completa

Descripción de la vacante

Lester B. Pearson School Board is seeking a special education support professional to work with students with intellectual/learning/physical disabilities and autism spectrum disorders.

The role involves collaborating with a teaching team to implement individualized strategies, de-escalate conflicts, and support student learning using visual supports and technology. Fluency in French and English is required.

Formación

• Diploma/DEC in Special Care Counselling or equivalent recognized by authorities.
• First aid cert within last 3 years with 8-hour course minimum and 6-hour refresher.

Responsabilidades

• Work in classroom with students with identified needs.
• Collaborate with multidisciplinary team to apply special education techniques.
• Create confidential reports on students' needs and liaise with parents/caregivers.
• Implement individualized strategies and train students on tech tools.
• Attend multi-disciplinary meetings and coordinate with health/social services as needed.

Conocimientos

Bilingual French & English

Student support for disabilities

De-escalation skills

Team collaboration

Educación

Diploma of College Studies in Special Care Counselling

DEC in Special Care Counselling

First aid certificate (8 hours)

First aid refresher (6 hours)

Descripción del empleo

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