1.0 Deaf / Blind Intervenor (Contract)

Position : Deaf / Blind Intervenor (Contract)
FTE : 1.0

Term : March 17, 2025 - March 17, 2026 (12 months)

Starting Date : Tentatively March 17, 2025 (TBD)

Location : St Monica Catholic School

Rate of Pay:
CUPE EA Band 7 ($30.97 - $33.88 per hour) effective September 1, 2024

CUPE EA Band 7 ($31.97 - $34.88 per hour) effective September 1, 2025

Scope of Position Responsibilities

The Deaf/Blind Intervenor in the education setting functions as part of

the educational team providing one-toone instructional support which allows

the child to take part in, and benefit from, existing educational programs and

facilities within the community. The Deaf/Blind Intervenor's role is to

facilitate or provide access to communication between the deaf/blind student

and other students, teachers, support staff, parents and others involved in the

educational program. Each student is unique; therefore each intervention

approach will vary with the specified needs of the student.

The Intervenor is one component of the deaf/blind students' educational

team and works in collaboration with the classroom teacher under the

supervision of the Principal with input from Student Services/Student Success

Department personnel, i.e., Itinerant Vision Impaired and Hard of Hearing

Resource Teachers. Duties and responsibilities including classroom assignments

and timetables are planned in conjunction with the classroom teacher, school

principal and resource support team.

Specific Account Abilities

The Deaf/Blind Intervenor shall relay all visual and verbal messages

given in class using the deaf/blind students preferred mode of communication.

This may include signing, tactile signing, voice, Braille, cues, written notes,

etc. and the following:

- accurately relays

instructional information, visual information including subtleties and nuances

that speech conveys;
- transmits the student's

questions and replies to questions to the teacher in the language level used by

the student;
- should not speak on

behalf of the student or teacher, but should encourage both to speak to one

another directly facilitating this communication;
- may be required to

explain questions on a test while ensuring that the answer is not divulged;
- may be required to

assist the student in composing written answers, initiated by the student, or

to interpret the student's expressive answers into written form, with

permission and direction from the instructor;
- maintain

confidentiality of information as stated in the Intervenor Organization of

Ontario's Code of Ethics. As part of the educational team the Intervenor may

have access or be privy to information such as grades, personal or health

history, etc. This type of information may be discussed within a case

conference as appropriate, but must be kept confidential;
- consider carefully

his/her attire in order to reduce eye strain for the deaf/blind student. The

Intervenor will position him/herself in the deaf/blind student's field of

vision and/or hearing;
- shall provide

activities/strategies to stimulate residual hearing and vision addressing

sensory integration and changes in levels of functioning;
- maintain a professional

manner throughout all facets of the intervention process;
- may be required to

assist in attendant care duties such as lifting, transferring, bathing, feeding

and toileting;
- be familiar with school

rules and strive to encourage the deaf/blind student in understanding and

following all rules established by the School's Administration;
- strive to obtain the

necessary background information required to work with the deaf/blind student,

and use his/her preferred mode of communication;
- strive to gain further

knowledge and skill in all areas of intervention;
- if requested, shall

assist school staff and other individuals by providing information or referring

them to other sources on issues related to deaf/blindness and modes of

communication;
- be available to provide

information and workshops at staff meetings, educational conferences and case

meetings as requested by the School Principal;
- act as a sighted guide

and assist the student in orienting to his/her environment;
- review new vocabulary

of lessons;
- teach new vocabulary

and/or grammatical constructions under the supervision of the classroom

teacher;
- review vocabulary and

lesson concepts with the student to insure adequate comprehension;
- provide daily anecdotal

reports of classroom activities for the student. These reports are submitted to

the classroom teacher.
- provide information and

support for teachers and student in the integrated classes to help them fully

understand and accept the deaf/blind student including teaching the various

modes of communication as requested/required;
- provide support to the

deaf/blind student in facilitating the use of skills which enhance independence

and effective use of an Intervener;
- keep the classroom

teacher appraised of any