Special Education Technician

3 weeks ago

Montréal, Canada New Frontiers School Board Full time

**Commission Scolaire New Frontiers**
**New Frontiers School Board 11/6/2023**
- **“Comme employeur, la commission scolaire New Frontiers souscrit au principe de l’égalité d’accès à l’emploi et valorise la diversité au sein de son effectif en _
- milieu de travail inclusifs et équitables.” _
- **“The New Frontiers School Board is an equal opportunity employer and values diversity in its workforce, encouraging all qualified applicants to apply. We are _
- committed to developing inclusive, barrier-free selection processes and work environments.”Le Service des ressources humaines - Human Resources Department

**Offre D’emploi Lieu de travail Heures par semaine**

2023-024-116 École primaire Howick 33.33

**Offres D'emploi Poste Remplacement**
**Technicien(ne) en éducation spécialisé
**QUALIFICATIONS REQUISES**
**_SCOLARITÉ ET EXPÉRIENCE_**
Être titulaire d’un diplôme d’études collégiales en techniques
d’éducation spécialisée ou être titulaire d’un diplôme ou d’une
attestation d’études dont l’équivalence est reconnue par
l’autorité compétente.

**SUPÉRIEUR IMMÉDIAT**
Directeur/rice d’école

**DATE DE DÉBUT**
Immédiatement et jusqu’au 21 juin 2024, ou le retour de la
personne remplacée

**RÉMUNÉRATION**
$24.78 - $35.67 de l’heure en conformité avec les échelles
salariales par le ministère.

**EXIGENCES DE LA COMMISSION SCOLAIRE**
- Expérience de travail avec des élèves dans les programmes
- d'éducation spécialisée- Expérience en charpenterie
- Expérience de travail avec des étudiants à besoins éducatifs

spécifiques et dans la création d’un Plan d’enseignement
individualisé
- La formation en autisme serait un atout
- Expérience de travail avec le personnel enseignant et la
- pédagogie.- Compétences en informatique
- Bonnes aptitudes interpersonnelles
- Capacité à travailler en équipe
- Bilingue
- La connaissance des moyens appropriés pour
- gérer l'intervention auprès des comportements difficiles- Bonnes aptitudes de communication

**AUTRES EXIGENCES**
Être titulaire d’un document datant d’au plus trois (3) ans, attestant
la réussite:
1° soit d’un cours de secourisme général d’une durée mínimale de
huit (8) heures;
2° soit d’un cours d’appoint d’une durée mínimale de six (6) heures
visant la mise à jour des connaissances acquises dans le cadre du
cours mentionné au paragraphe précédent

**NATURE DU TRAVAIL**
Le rôle principal et habituel de la personne salariée de cette classe d’emplois consiste, en collaboration avec l’équipe multidisciplinaire, à appliquer
des techniques et des méthodes d’éducation spécialisée, soit dans le cadre d’un plan d’intervention destiné aux élèves handicapés ou en difficulté
d’adaptation ou d’apprentissage, soit dans le cadre d’un programme destiné aux élèves nécessitant un appui particulier.

**ATTRIBUTIONS CARACTÉRISTIQUES**
Sous la responsabilité de la direction de l’école et en collaboration avec l’équipe multidisciplinaire, elle participe à l’élaboration et à la rédaction du
plan d’intervention; elle sélectionne des mesures à prendre pour atteindre les objectifs qui y sont déterminés, élabore son plan d’action et applique
ces mesures; elle évalue l’atteinte des objectifs et participe à l’évaluation du plan. Elle élabore, organise et anime des activités éducatives ou de
soutien pédagogique, culturelles, ludiques et sportives visant à développer des habiletés sociales, cognitives, psychomotrices, de communication ou
autres; elle choisit, prépare et, au besoin, voit à l’adaptation ou à la fabrication du matériel nécessaire à ces activités. Elle collabore à la détermination
et à la réalisation d’autres activités éducatives telles que l’organisation et la supervision de stages en milieu de travail.
Elle appuie l’élève dans ses apprentissages, notamment en classe; dans la mesure de ses compétences, elle l'aide dans la lecture et l’écriture et elle
lui fournit des explications; elle l’aide dans l’apprentissage des leçons et l’exécution des devoirs. Elle observe la situation et intervient auprès des
élèves en réaction avec leur environnement; elle leur procure une relation d’aide; elle utilise, lors de crise, des techniques d’intervention pouvant
favoriser le retour au calme et à l’ordre; elle les accompagne dans leur démarche de modification de comportement; elle apporte son soutien à
l’enseignante ou l’enseignant pour assurer, en classe, un environnement propice aux apprentissages. Elle utilise des techniques de communication
adaptées aux besoins des élèves. Elle fournit de l’information pour sensibiliser les élèves aux diverses déviances ou dépendances et, au besoin, elle
les rencontre pour les conseiller, les aider ou les référer à des ressources spécialisées.
Elle assure l’encadrement des élèves qui, à la suite d’u

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