EDUCATION CONSULTANT

REPLACEMENT EDUCATION CONSULTANT (Autism Specialist) 35 HOURS PER WEEK BOARD OFFICE   This position requires the travel to schools, a vehicle and valid drivers license is required. BOARD REQUIREMENTS Bilingual - strong knowledge of English and French.  Strong interpersonal, communication, and organizational skills  Thorough understanding of inclusive education philosophy, and of child development, social-communication, behavioural management Experience working with children with developmental, social-emotional, and academic difficulties in educational settings Training and experience in the use of best practices for students with ASD in inclusive education settings Strong presentation skills and experience leading professional development in supporting children with ASD and other developmental and behavioural difficulties Experience consulting with and directly modeling intervention strategies for teachers and support staff Experience working with the Indigenous an asset   NATURE OF THE WORK The position of education consultant encompasses responsibility for detecting, evaluating, helping, and guiding students experiencing or likely to experience social maladjustments; creating conditions conducive to the development of autonomy and intervention focused on the attitudes and behaviours that adversely affect the student’s learning and social integration; providing advice and support to school resources and to parents. CHARACTERISTIC DUTIES The education consultant participates in implementing a psychoeducational service that meets the academic and administrative requirements of both the educational institutions and the school board. He or she contributes to the detection of difficulties and identification of students experiencing problems, using an approach focusing on prevention and intervention; he or she plans and conducts psychoeducational or behavioural evaluations to determine the students’ psychosocial needs, makes observations, gathers pertinent information from school or external resources or parents and analyzes data to determine the nature of the problem. He or she works with a multidisciplinary team to devise and review a student's individualized education plan by including, in the plan, his or her action plan, if necessary; he or she participates in defining intervention objectives and means; he or she works with other team members to harmonize and coordinate interventions and to assess the achievement of objectives. DAILY TASKS/RESPONSIBLITIES Participate in kindergarten screening (daycare visits for new students with autism and contact with outside services) and kindergarten orientation.  Consult with teachers to discuss cases, problem-solve strategies to help with classroom interventions and adaptations for students with autism.  Provide classroom assistance to help support integration of new kindergarten students and students transitioning to the next grade.  Problem-solving meetings to discuss and share ideas and optimize resources when facing challenging situations involving student with autism- available to both school and daycare.  Conduct classroom observations to collect data and development of intervention plans.  Provide strategies to improve and support the implementation of the intervention plan  Consult through formal or informal meetings with the school team.  Participate in meetings with outside services (PSI, Caseworker, Psycho-educator, etc.).  Support the development of IEP.  Support the development and use of tools (visual supports, environmental strategies).  Organize presentations and workshops personalized to meet the needs of school teams or staff sub-groups.  Collaborate with the Center of Excellence for Autism (provide training and support to our schools).  Support schools in the implementation of Zones of Regulation.  Immediate Supervisor Coordinator of Complementary Services Work Schedule 35 hours per week – Monday to Friday   Effective:  January 5th, to June 30th, 2026 or the return of the employee