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Autism Early Intervention Communication Specialist

  • Perm #2021-226

INTERNAL APPLICANTS

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Tri-County Regional Centre for Education

The Tri-County Regional Centre for Education encompasses the three counties of Shelburne, Yarmouth, and Digby serving 5757 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High Schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi'kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

DEADLINE FOR APPLICATIONS (mm,dd,yyyy): 06/18/2021 at 11:59pm.

Effective Dates (mm,dd,yyyy): 08/01/2021 to

Position Type: Permanent

REFERENCES ARE MANDATORYAPPLICATIONS WITHOUT REFERENCES LISTED WILL NOT BE CONSIDERED.

TO APPLY: Complete the online profile/resume

  • you can attach a resume to your profile, security checks, and reference letters if applicable
. (Please note: Failure to include your references will cause delay in processing your application.)

Autism Early Intervention Communication Specialist

Title

ASD Early Intervention Communication Specialist

Scope of Responsibilities

The Autism Early Intervention Communication Specialist is responsible for providing programming support to students in grades primary and one 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 and the Tri-County Regional Centre for Education, 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 and reports directly to the Coordinator of Student Services.

Competencies Required:

The Autism Early Intervention Communication Specialist shall have the following competencies:

  • The ability to lead the development of social and communication programming for individual students in grade primary and one who are diagnosed with autism.
  • 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 apply knowledge of current speech language pathology approaches and practices and content-related pedagogy.
  • 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.
  • A demonstrated understanding and commitment to inclusive education.
  • The ability to apply knowledge, experience, and commitment in the areas of culturally responsive instruction and assessment of students.
  • The ability to maintain knowledge and understanding of provincial and regional centre polices, guidelines and procedures relating to this area of specialty.
  • The ability to develop, implement and evaluate professional learning for teaching support and student planning team members.
  • The ability to utilize current technologies as it relates to special education.
  • The ability to work successfully in a team environment.
  • The ability to work and communicate effectively within the TCRCE with students, parents/guardians, community members and external groups.
  • The ability to apply knowledge and experience in the areas of race relations, cross cultural understanding, human rights, and diversity.
  • The desire and ability to engage in continuing education and professional development.
  • The ability to apply fair and ethical judgments in accordance with Professional Governing body.
  • The ability to maintain and promote confidentiality.

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
  • Training in various communication systems
  • Minimum of five years working in pre-school/school settings with children diagnosed with ASD.

Specific Job Components

The Autism Early Intervention Communication Specialist shall perform tasks as are assigned by the Student Services Coordinator. These tasks may vary from time to time with the evolution of the organization and may include, but are not limited to, the following:

  • Work in collaborative, culturally responsive and inclusive ways with the ASD Specialists, classroom and learning support teachers to develop programming for students with ASD transitioning from pre-primary to primary and in grade one.
  • Establish, demonstrate, model, and evaluate interventions for identified students in whole class, targeted small group and 1:1 setting.
  • Development and implementation of intervention strategies and support consistent with the student's communication and language profile.
  • Provide programming and assessment of student progress to the Student Planning and Teaching Support teams.
  • Use of a variety of service delivery strategies such as direct individual or group therapy, school program, consultation, home program.
  • Provide concentrated time and on-going coaching with school teams and individual teachers in providing programming for students with Autism Spectrum Disorder and other around communication and social skills interventions and supports.
  • Assist with maintaining student data and prepare reports to document student progress.
  • Work collaboratively with administrators, teachers, parents/guardians and students in the design, implementation, and review of individual program plans.
  • Provide professional development opportunities as determined by the Student Services Team.
  • Assist with developing and providing staff training for working effectively with grades primary and one student with a diagnosis of ASD.
  • Utilize research and evidence-based practices for school aged children and youth. Apply knowledge of traditional and contemporary ABA approaches including verbal behavior, PRT, and other naturalistic behavioural interventions.
  • Participate in Teaching Support and Student Planning Team Meetings, as necessary.
  • Commitment to on-going professional development.
  • Other duties as assigned.

Only Shortlisted applicants will be contacted.

SECURITY CHECKS:

The Tri-County Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current ones less than 3 months old you can attach these checks to your profile / resume.

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