Government jobs in Canada

CC #: 25-01-0845 Position Type: Vacant Posting Round: Permanents,Probationary,Terms & Open Family: Cobequid School: Student Services Assignment: Early Intervention Autism Communication Specialist, Cobequid Family Percent Of Time: 1.00 Anticipated Start Date: 08/01/2025 End Date: 07/31/2026 Post Date: 07/14/2025 Close Date: 08/05/2025 at 12 noon Interview Starts: 08/05/2025 Interview Starts: 08/08/2025 Employment Equity Considerations CCRCE honours each student and staff member's unique identity and strives to create a workplace grounded in diversity and inclusiveness where our staff represents the diverse student population we serve. We welcome applications from Persons of First Nation Descent, Persons of African Descent, Racially Visible Persons, individuals with disabilities, LGBTQ individuals and women in occupations or positions where they are under-represented. If you are a member of one of these equity groups, you are encouraged to self-identify on your application

For the purposes of selection and in accordance with the CCRCE's Employment Equity Policy , employment equity considerations for this position will apply to:

African Nova Scotian and Persons of First Nations Descent Qualifications, Experience & Ability

• ASD Early Intervention/ Communication Specialist
  
  
  • Minimum Qualifications
    A valid Nova Scotia Teachers Specialist Certificate; -A Master’s Degree in Human Communication Disorders; -Eligibility for full membership with the NS College of Audiologists and Speech Language pathologists
  
  
  • Minimum Experience
    Minimum of five (5) years working in school settings with children diagnosed with ASD -Current knowledge of ASD, the impact on learning, communication and social engagement for young children ASD in public school settings. -Familiarity with traditional and contemporary ABA approaches including the STAR Program, Verbal Behaviour, PRT and other naturalistic behavioural interventions. -Has taken or willing to take the ASD online course ASD and Behavioural Interventions: An Introduction for School Personnel
  
  
  • Minimum Ability
    Predominately demonstrated through the interview process, the candidate will be assessed on their ability to effectively deal with situations that are likely to arise. Internal applicants must meet a minimum threshold of 70% where they do not have experience in the position. External applicants must meet a minimum threshold of 70%.

Please note: meeting the minimum posted qualifications and experience does not guarantee an interview. Further levels of short-listing may take place, including considerations of qualifications and/or experiences related to the posted position in excess of the minimums posted Notes The Autism Early Intervention Communication Specialist provides programming support to students transitioning into school, diagnosed with autism who have language, communication and social skill challenges. The Autism Early Intervention Communication Specialist provides support to teachers, Student Planning Teams and Teaching Support Teams in the development and implementation of communication programming and specific teaching strategies for identified students. Consistent with policies of the Department of Education and Early Childhood Development the Autism Early Intervention Communication Specialist will work within the Inclusive Education Policy and MTSS framework for the delivery of specialized services to students. The Autism Early Intervention Communication Specialist will participate in the assessment and individualized program planning process with school staff and families to maximize learning experiences for students with autism within the school setting. Working collaboratively with a team of educational professionals, the Autism Early Intervention Communication Specialist will demonstrate a strong commitment to the school improvement process in support of student learning. Additional Assets -A demonstrated understanding and commitment to inclusive education;
-Knowledge and understanding of the Program Planning Process;
-Knowledge of ASD, the impact on learning, communication and social engagement throughout the lifespan and direct experience working with children and youth with ASD in public school settings;
-Proven ability to assist in the planning, implementation and evaluation of appropriate communication strategies as a member of the teaching support and student planning teams;
-The ability to implement strategies, activities and techniques for promoting quality student performance in communication and language development;
-The ability to assess communication and language learning outcomes achieved by students using a variety of assessment procedures (e.g., formal and informal testing, observation, ongoing monitoring of performance);
-The ability to administer and interpret standardized assessment tools and recommend programming that recognized diverse populations;
-The ability to apply training and experience to develop and implement individualized communication programs and teaching strategies based on the individual needs of students
-The ability to evaluate the effectiveness of intervention strategies;
-The ability to utilize effective problem-solving and communication techniques Closing Notes You must apply on-line at https://is.ccrce.ca/integratedservices/hr/web/content/applicantLoginTeach/index.php by 12 noon on August 05, 2025. Should you require assistance when applying on-line, please email ryanc@ccrce.ca. We caution applicants if you leave it to the last minute, the site may be busy preventing you from submitting your application on time and being considered. There will be no extensions to the closing time.

Successful applicants will be required to provide a Child Abuse Registry Check and a Criminal Records Check/Vulnerable Sector Check prior to commencing employment in accordance with CCRCE policies and procedures.

Applicants with disabilities who require assistance during the hiring process may contact Employee Health at employeehealth@ccrce.ca or 902-896-5799 to request reasonable accommodations