Career Detail

Re-Adaptation Officer (ASD & Early Intervention) – Full Time Replacement – Western Québec School Board Office

Position Description

R P2021-011-019

Re-Adaptation Officer (ASD & Early Intervention)

Full Time Replacement – BOARD OFFICE

Nature of the Work

The position of re-adaptation officer encompasses, in particular, responsibility for screening and providing assistance and guidance to students experiencing or likely to experience social maladjustments in order to restore and develop the student’s adaptive skills, foster optimal adaptation in interaction with his or her environment, develop his or her autonomy and provide advice and support to school resources and parents.

More specifically this position is intended to support Early Intervention (4-8 year olds) as well as students, ages 4-21, who have a diagnosis of Autism Spectrum Disorder.

Some Characteristic Duties

The re-adaptation officer participates in implementing a psychoeducational service that meets the academic and administrative requirements of both the educational institutions and the school board;

The employee contributes to the screening and identification of students experiencing problems, using an approach focusing on prevention and intervention; the employee plans and conducts interviews, makes observations, gathers

pertinent information from school or external resources or parents and analyzes data in order to determine the nature of the problem;

The employee works with a multidisciplinary team to draw up and review a student’s individualized education plan by including his or her action plan in the plan, if necessary; the employee participates in defining intervention objectives and means; the employee works with other team members to ensure concerted and coordinated interventions and assess the

achievement of objectives;

The employee works with a multidisciplinary team to draw up and review a student’s individualized education plan by including his or her action plan in the plan, if necessary; the employee participates in defining intervention objectives and means; the employee works with other team members to ensure concerted and coordinated interventions and assess the

achievement of objectives;

The employee works with teachers to develop and implement strategies and projects aimed at helping students who are experiencing or who are likely to experience social maladjustments;

The employee provides guidance and advice to other school resources and to parents of students with social maladjustments; the employee recommends strategies for working with the students and guides them in adopting attitudes and approaches focusing on the development of desirable social behaviours and coping skills; the employee plans, organizes and conducts training activities;

The employee plans, organizes and conducts, in conjunction with school or external resources, activities with classes or groups of students experiencing common difficulties or specific problems;

The employee develops, adapts or prepares materials based on the needs and abilities of students experiencing social maladjustments;

The employee advises management staff, prepares expertise, progress and end-of-process reports and formulates appropriate recommendations to support decision making;

The employee provides advice and support to school resources in matters pertaining to the integration of students into regular classes and proposes appropriate intervention means or activities for students;

The employee establishes and maintains relationships and collaboration with partner organizations; the employee contacts the other resources concerned to obtain or give advice and information; the employee may refer the student or his or her parents to resources appropriate to the situation and needs;

The employee may be called upon to help defuse crisis or emergency situations and to propose solutions.

Qualifications Required

A bachelor’s degree in an appropriate specialty, notably psychoeducation.

Other Requirements

Knowledge of best practices in supporting adaptive, behavioral and social/emotional development.

Hold a certificate dated no more than three (3) years attesting to the successful completion of:

a standard first aid course of a minimum eight (8)-hour duration;

a refresher course of a minimum six (6)-hour duration updating the skills acquired in the course mentioned in subparagraph 1;

Related training and experience working with students on the Autism Spectrum (ASD);

Experience with augmentative and alternative communication systems (i.e. PECs, Core Boards, Proloquo);

Experience with Board maker and use of visuals (i.e. schedules and teaching/social supports);

Experience and/or additional qualifications/training with the TEACCH program will be a strong asset;

Ability to implement effective behavioural management strategies;

Knowledge of best practices in supporting learning, behaviour and adaptive skills for students on the Autism Spectrum (ASD);

Knowledge and/or experience with ABA approach;

A valid certification in non-violent crisis prevention and intervention (ex. CPI);

Excellent team work abilities; ability to work collaboratively within a multi-disciplinary team (WQSB Complementary Services and outside services);

Familiarity with and relevant experience working with various outside agencies and services will be an asset;

Travel is required to support schools within our school board – a valid driver’s licence and personal vehicle are essential.

A thorough knowledge and experience with Early Intervention with primary-aged children is essential.

A thorough knowledge of best practices in Early Intervention with primary-aged children is essential.

Working Conditions

Salary: $25.88 – $44.80 per hour (based on experience and schooling);

Start Date: As soon as possible

End Date: June 30, 2022

APPLICATIONS MUST BE SUBMITTED THROUGH APPLYTOEDUCATION

https://westernquebec.ca/resources/careers/

by 4:00 p.m., February 9, 2022

Only those candidates chosen for interviews will be contacted.

The Western Quebec School Board is committed to building an educational community with the common purpose to realize the potential of all our students by cultivating a strong corps of support, professional, teaching and administrative excellence. We therefore encourage applications from Indigenous people, as well as from other racialized people groups, persons living with a disability, people of religious faith, and gender minorities.

As an organization, we strive to hire individuals who reflect the communities we serve, and who embody and practice a love of life-long learning, teamwork, and the highest professional ethics. Our efforts to achieve a diverse workforce that contributes to a culturally safe working environment include establishing proactive employment practices to address systemic barriers and removing obstacles to hiring and retaining qualified people.

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