Language Acquisition Support Worker

**Language Acquisition Support Worker**

Under the direction and supervision of the Principal and in consultation with the Special Education Teacher and classroom teacher, the Language Acquisition Support Worker (LASW) provides language modeling services, oral/manual, depending upon the student need, as part of a communication support continuum and educational assistance including preparation of materials for students who are deaf. The LASW role will provide bilingual/bicultural supports for students who are deaf and hard of hearing to aid in the development of American Sign Language/English.

**Education & Experience:
- Sign Language Proficiency minimum ASL proficient score of 3 and above preferred and
- Community college diploma in related field such as Educational Assistant, Early Childhood Education, Youth Care Worker, Child and Youth Worker, or ASL Instructor.

**Skills Required**:

- Demonstrated fluency in American Sign Language (ASL)
- Knowledge of child and language development
- Knowledge of cross-cultural issues for the Deaf and Hard of Hearing
- Ability to work collaboratively with teachers, student, staff and interpreters
- Ability to work in collaboration with the school personnel in the supervision and instruction of students with special education needs
- Ability to implement instruction while ensuring the safety of the student
- Demonstrated ability to respect the confidentiality of information, practices tact and diplomacy
- Promotes an atmosphere of respect for children and adults

**Duties and Responsibilities:
- Facilitate the student’s language acquisition in the educational environment by providing access to ASL in a variety of classroom settings including field trips, assemblies, alternative programs; language acquisition support may also include other school environment settings such as recess and nutrition breaks, as required.
- B** **ring educational activities and conversation to a student’s linguistic level through language modeling.
- Increase the student’s vocabulary, syntax and critical thinking\\
- Interact with the student to focus their attention on relevant information, guide appropriate responses, advise student of social expectations, including but not limited to turn taking, appropriate vocalization and how language is influenced by social distance.
- Provide educational support in collaboration with the teacher(s) and other support staff personnel.
- Prepare for the day by maintaining good communication with the teacher, becoming familiar with content areas and developing strategies to facilitate student success.
- Participate in parent teacher interviews, case conferences and IEP meetings when directed by the teacher or Principal.
- In conjunction with the teacher, establish a physical setting within the learning environment for communication interaction.
- Meet with designated system special education teachers and classroom teachers on a regular basis regarding the communication needs of the student.
- Participate as an active member of the educational team and acts as an adult role model to all students.
- Other duties as assigned.

**Employment Equity Statement
Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.

HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.
- Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples;)
- Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin; (e.g. Black and racialized communities, immigrant communities, etc.)
- Persons with visible and/or invisible (physical and/or mental) disabilities;
- Persons who identify as women; and
- Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)

HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please notify us in advance and we will work with you to meet your needs.

**Land Acknowledgement**

HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably