Position Description

Looking for On-Call candidates or Substitutes that can lead to long-term replacements

Considered candidates will be called for a screening appointment via Zoom. 

Qualifications:

Hold a Diploma of Vocational Studies (D.E.P.) In Assistance in health care establishments (P.A.B.) or hold a Secondary V diploma or a diploma or attestation of studies which is recognized as equivalent by the competent authority and have one (1) year of pertinent experience in those areas requiring self-discipline, general concepts in psychology and human relation skills.

AND

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

1. a standard First Aid course of a minimum eight (8) hour duration OR
2. a refresher course of a minimum six (6) hour duration updating the skills acquired in the course mentioned in paragraph a

OTHER REQUIREMENTS:

• Must be fluent in French and English
• Experience working with high special needs students, particularly student having developmental delays, autism spectrum disorders, severe behavioural challenges and oppositional behaviour disorder is an asset
• Must be flexible to adapt to needs of students with special needs in different classrooms
• Facility with the use of technology to support the delivery of modified programs
• Ability to work as a member of the school team to support the integration of students into regular classes
• Work cooperatively with classroom teachers
• Can support students using Google read and write is an asset
• Must be comfortable working with oppositional and defiant students
• Experience in social- emotional learning and trauma informed pedagogy an asset
• Familiar with TIPPS (Trauma informed practices), CASP, UDL, differentiated Instruction, SEL and Zones of Regulation an asset

Nature of the work

The principal and customary work of an Integration Aide consists of supporting the integration in the regular classroom of identified students with special needs. The employee facilitates the progress and global development of the preschool, elementary and secondary students with special needs, as well as ensuring their well-being and safety. They work in close collaboration with the Teacher(s) responsible for the students with special needs. They interact naturally with all students of the regular class, as necessary, to promote the independence for students with special needs.

Characteristic functions

To facilitate the learning of students with special needs: The incumbent applies the strategies determined by the Teacher(s) in collaboration with the Resource team and/or Special Education Technician.

The incumbent ensures the safety of students with special needs in accordance with the rules of conduct, safety measures and recommendations from the Teacher(s) in collaboration with the Resource Team and/or Special Education Technician.

The incumbent advises the Teacher(s) when the behavior of the student with special needs becomes a concern; they encourage interaction with peers.

Daily Tasks/Dossiers

• helps them with daily work.
• assists the student with toileting/diapering
• encourages them to participate and provides them with cues.
• repeats instructions and assists them in carrying out of tasks and activities.
• helps them practice their skills.
• monitors them in learning centers within the classroom setting.
• monitors their behavior.
• applies consequences or rewards according to class rules or an intervention plan established by the teacher(s) in collaboration with the resource team and/or special education technician.
• helps them with daily classroom routines.
• helps them interact appropriately with others.
• monitors the interaction of other students when required to the benefit of the student with special needs.

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