District Inclusion Assistant
2 weeks ago
ONE POSITION FOR THE DISTRICT WITH AN INTIAL ASSIGNMENT AT ROYAL BAY SECONDARY SCHOOL.
32 HOURS PER WEEK.
TO SUPPORT STUDENTS IN A VARIETY OF CLASSROOMS INCLUDING A STUDENT/STUDENTS WITH CHALLENGING BEHAVIOURS AND LEARNING DISABILITIES.
**QUALIFICATIONS**:
A recognized Educational Assistant certificate or equivalent.
High school Grade 12 graduation plus a minimum of 2 years of successful experience as an Educational Assistant.
Recognized certificate in Autism, as well as additional professional development that has transferred into successful experience working with a variety of students with Autistic Spectrum Disorder from K-12.
Formal and/or district training and experience using augmentative communication, including No-Tech communication (i.e. Basic ASL, Picture Exchange Communication System), Low-Tech devices (i.e. Big Mac, Step x Step, Go Talk) and Speech Generating Devices (i.e. Nova Chat, Touch Chat, Eye Gaze).
Current CPI, or alternate Non-violent Crisis Prevention Certificate.
Formal and/or district training and experience working with Applied Behavioural Analysis, Intensive Behaviour Interventions (IBI), and/or Discrete Trial Training.
Formal and/or district training and experience with assessment and teaching tools used with a variety of learners, including Assessment of Basic Language and Learning Skills (ABLLS).
Extensive formal and/or district training and experience working with and implementing the recommendations of other agencies and partners (i.e. CLBC, ACT, POPARD, SETBC, and the District’s Inclusive Education Services Team).
Strong work ethic and consistent attendance record.
**RESPONSIBLE TO**: School Administrator / District Principal of Student Support Services.
As a District Inclusion Assistant, school assignments will be within Families of Schools and may be changed in accordance with district need.
**SUPERVISES**: N/A
**JOB GOAL**: Educational Assistant: District Inclusion Assistant
With a focus on students with Autism, the Inclusion Assistant will support students as part of the School Team (administration, classroom teacher, Integration Support Teacher), and in collaboration with District Inclusion Coaches and other members of the District Team. They will be available to staff for informal collaboration and coach
- like conversations regarding identification and implementation of strategies and resources for students.
**PERFORMANCE RESPONSIBILITIES**:
Under the direction of the school team (administration, classroom teacher, integration support teacher, District Inclusion Coaches or other District Team staff (i.e. therapists), the DIA is willing to learn about the following:
Be available to staff members for formal and /or informal collaboration regarding identification and implementation of strategies and resources
Work collaboratively as a member of a team to implement modified and /or adapted programs as well as strategies outlined in the student’s IEP (Inclusive Education Plan), Worker Safety Plans and / or Personal Care Protocols.
Collect data using various tracking methods, i.e. Frequency charts, ABC charts, etc.
Prepare and utilize individualized visual schedules according to district standards.
Understand and incorporate strategies for co-regulation as well as staff and student self-regulation.
Prepare and utilize visual support systems according to district standards, including social narratives.
Understand and perform task analysis, either sub-stepping or super-stepping in order to identify and prepare individualized strategies.
Understand and incorporate the concepts of sensory regulation under the direction of Occupational Therapists.
Work with a variety of AAC expressive communication systems including no-tech (i.e. PECS) low-tech (i.e. Go Talk) and high-tech systems (i.e. ipads).
Implement strategies in accordance with a UDL framework.
Facilitate development of student independence utilizing concepts from the Prompting Hierarchy.
Be physically able to support students in a variety of learning environments (moving quickly when required, sitting on the floor, halls and stairways, table and chair, carpet time, etc.).
Be physically able to participate in community resources (swimming or other community programs).
Follow correct procedures for performing lifts and transfers under the direction of OTs / PTs.
Implement daily exercise program under direction of a physiotherapist and occupational therapist.
Demonstrate understanding for students from diverse cultures and be ready to address their unique learning needs
Familiarity and experience using Microsoft Teams and Google Classrooms
Have the ability to build trusting and respectful relationships with staff and students
Able to deal with feedback or challenges associated with work with a growth mindset
Have a consistent attendance record
Demonstrate initiative and good judgment.
Participate in ongoing professional development activities.
**TERMS OF EMPLOYMENT**: Maximum of six
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