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Communicative Disorders Assistants

4 weeks ago

Burlington, Canada Halton District School Board Full time

Permanent Ad #1

May 31, 2024

EDUCATIONAL ASSISTANTS

HDEAA - ELEMENTARY and SECONDARY EDUCATIONAL ASSISTANTS

NOTICE OF A PERMANENT VACANCY FOR SEPTEMBER 2024

The vacancy listed below is available to Permanent Educational Assistants and Supply Educational Assistants as well as external applicants.

Applications, along with your cover letter and resume, must be submitted through Apply to Education by:

Thursday, June 6, 2024 at 4:00 P.M.

Reporting to, and supervised by, the Speech and Language Manager of Special Education Services, and under the clinical direction of qualified Speech-Language Pathologist, the Communicative Disorders Assistant (CDA) works in an adjunctive capacity to Speech-Language Pathologists to deliver Speech-Language Pathology services to help students communicate more effectively. In addition, CDAs identify the behavioural and environmental factors that can potentially support or erode the efficacy of student communication support/interventions.

Key Responsibilities :

Work directly with primarily mainstream students with communication difficulties and their educators, and intervene, based on goals set by the Speech-Language Pathologist, to provide support in the development of communication skills by:

Training/modelling/coaching of staff and students with the use of no-tech, low-tech and high-tech Augmentative and Alternative Communication (AAC) systems/visuals and Assistive Technology in classrooms/educational spaces.

Implement individual, small group and whole class speech, language, group readiness, play skill development and early literacy programs.

Observe and document student progress toward meeting established goals and report this information to the Speech-Language Pathologist.

Use student-specific knowledge related to communication, literacy and speech-language best practices, to assist students to transition between specialized programs (e.g., the Communication Program) or to return to a regular class placement.

Prepare Augmentative and Alternative Communication (AAC) materials, as well as other home and school speech, language and early literacy programs and educational materials to support Speech-Language Pathologist assigned student goals.

Deliver Picture Exchange Communication System (PECS) training to staff and students.

Prepare appropriate materials and carry out communication, speech, language and early literacy programs in specialized and self-contained classes/programs (e.g., CPP, Lifeskills), based on Speech-Language Pathology assigned goals.

Consult with supervising/directing Speech-Language Pathologist re: admin/parent/teacher inquiries regarding student progress

Attend School/Team meetings, as required.

Work with other Board staff to provide speech, language, literacy, communication, and social thinking training.

Qualifications:

Minimum Required:

Two-Year College diploma in a related field and;

One year post-graduate Communicative Disorders Assistant Certificate from an accredited college.

Preferred:

Undergraduate degree in a related field (e.g., Health Sciences, Communication Sciences, Arts, Linguistics, Humanities, Psychology, ECE or Social Science)

BMS Certification

Experience/Skills Minimum Required:

Must have a minimum of one to two years of related experience which may include:

Experience working with students aged 3 - 21 years old

Experience in creating, modifying and implementing no-tech, low-tech and high-tech augmentative and alternative (AAC) systems

Experience in creating, modifying and implementing social stories and visual supports and strategies for students

Experience using and training AAC strategies to support individuals who use these strategies/systems

Experience working with children with autism spectrum disorder (ASD) and neurodevelopmental disorders

Knowledge of physiological and functional speech-language and hearing disorders;

Knowledge of programming and intervention techniques to evoke and sustain communication behaviours;

Knowledge of best practices in applying supportive techniques within an educational environment;

Ability to apply the above knowledge to students aged 3 - 21 years old;

Ability to work with other staff (e.g., SLPs, Teachers, EAs) and in a multidisciplinary team to support students with communication barriers.

Ability to manage student behaviour with classrooms, small groups and in one-on-one situations

Must be able to use computer (including Google platform software/apps), typical office equipment, low and high-tech communication devices (AAC), resource materials, therapeutic manipulatives and language stimulating activities

Preferred:

Experience working in a multidisciplinary team to support students with communication barriers.

Must possess a valid Ontario Driver’s License and have access to a reliable vehicle.

Schools: Itinerant

Manager: Christine Howard

Schedule: 1.0 fte PERM Vacancy - 7 hrs/day

Start Date: September 3, 2024

Applications submitted directly to the Human Resources Department or the School will not be considered or processed.

We thank all applicants for their interest in opportunities with the Halton District School Board. Contact will be made with applicants whose experience and qualifications most closely match the requirements of the position. Communication with short-listed applicants will ordinarily be made through email addresses provided on applicants' Apply To Education profile page or through applicants' HDSB email addresses. Please ensure that contact information provided at the time of application is current.

First consideration for posted vacancies will be given to qualified applicants from the employee group in which the vacancy occurs.

Equity:

The Halton District School Board recognizes that, consistent with the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, employment practices and procedures at all levels should reflect, demonstrate understanding of and respond to a diverse population. The Board is committed to providing a workplace environment that is fair and equitable to all.

In our efforts to ensure an inclusive, diverse and representative workforce, we will:

value, promote and encourage the hiring of staff from under-represented communities;

grant first consideration, where the skills, ability, and qualifications of the applicants are relatively equal, to applicants who self-identify as members of historically under-represented communities. Where a collective agreement or terms and conditions govern the hiring or promotional process, this will be done in a manner that is consistent with the School Board’s obligations.

Applicant Self Identification Questions:

As part of the recruitment and selection function, the HDSB will collect voluntary self identification data from applicants in accordance with the Ontario Human Rights Code, HDSB’s Teacher Hiring Practices Administrative Procedure, HDSB’s Employment Equity Policy and Ontario’s Anti Racism Data Standards:

Personal information on this form is collected under the authority of the Anti-Racism Act, 2017, S.O. 2017, c. 15, in compliance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56. In accordance with HDSB’s Employment Equity Policy, personal information collected on this form will aim to achieve an inclusive, diverse and representative workforce. It works to intentionally identify and remove barriers for equity-deserving communities at each stage of the hiring process. Encouraging diversity of the workforce in the school board is vital because the workforce should be reflective and representative of the community.

Although hiring policies must adhere to the qualification requirements set out in applicable Regulations (eg. Regulation 298, “Operation of Schools - General”) and any applicable collective agreement provisions, the Board recognizes the importance of the following when developing its selection and evaluation criteria:

valuing applicants’ additional experience, lived experience, skills, backgrounds and perspectives; and

granting first consideration, where the skills, ability, and qualifications of the applicants are relatively equal, to applicants who self-identify as members of historically under-represented communities.

We encourage you to respond to our voluntary applicant self-identification questions. This data will inform our understanding of the diversity of our applicant pool as well as the progress of applicants throughout the hiring process. This data will inform our goals, strategies and actions and our progress towards creating and sustaining an inclusive and equitable workforce. Any information that you provide in response to these questions will be referred to during the hiring process for this position, and will be shared with the hiring manager and/or committee members responsible for the hiring process.

The section includes questions from Ontario’s Anti-Racism Data Standards (Standards, 2017). The Standards were established to help identify and monitor systemic racism and racial disparities within the public sector. The Standards establish consistent, effective practices for producing reliable information to support evidence-based decision-making and public accountability to help eliminate systemic racism and promote racial equity (adapted from Ontario’s Anti-Racism Data Standards, 2017).

Questions about this collection may be directed to Elena Alamiie, Manager of Staffing and Recruiting at .

Accommodation:

Upon request, we will provide reasonable accommodations for candidates who have temporary or permanent disability, or who otherwise require accommodations based on the protected grounds highlighted in the Ontario Human Rights Code in respect to the recruitment and selection process.

Wellness:

The HDSB is committed to providing a respectful and healthy work environment.

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