Career Detail

Special Education Technician – Regular Part Time – 26 Hours Per Week

Position Description


Special Education Technician – Regular Part Time – 26 hours per week

Lord Aylmer Centre

Nature of Work

The Aylmer Centre is a small specialized enclosed class for students with adaptive and intellectual disabilities.

The principal and customary work of an employee in this class of employment consists in working with a multidisciplinary team to apply special education techniques and methods in keeping with an individualized education plan intended for handicapped students in keeping with a program designed for students requiring specific, specialized and sustained support.



· Under the responsibility of the school administration and in

conjunction with the multidisciplinary team, he or she participates in

developing and drawing up an individualized education plan; selects the

measures designed to attain the objectives determined, develops his or her

action plan and applies the measures; assesses whether the objectives were

attained and participates in evaluating the plan;

· He or she prepares, organizes and conducts educational or

pedagogical support activities as well as cultural, recreational and sports

activities designed to develop social, cognitive, psycho-motor, communication

or other skills; selects, prepares and, if necessary, ensures that the

necessary material is adapted or constructed for these activities. He or she

works with other staff to determine and carry out other educational activities,

such as the organization and supervision of practicums in the workplace;

· He or she helps students with learning activities in class. Within

his or her competence, the employee helps a student to read and write and

provides him or her with needed explanations; helps him or her with lessons and


· He or she observes situations and works with students reacting to

their environment; counsels them; applies to students in crisis situations

intervention techniques conducive to calm and order; coaches them in their

behaviour modification process; provides support to the teacher so as to ensure

an environment conducive to learning in the classroom;

· He or she applies communication techniques adapted to student


· He or she informs students of the various disorders or

dependencies and, if necessary, meets with them to provide them with advice,

help or referrals to specialized resources;

· He or she supervises students who, following a sanction, must

receive instruction in another room; helps them with their schoolwork;

determines with the students concerned and with the staff involved in

intervention efforts the conditions for reintegrating the classroom;

· He or she may be required to accompany students with special needs

on the arrival and departure of school buses;

· He or she records his or her observations and interventions, keeps

files and prepares reports on a student’s situation;

· He or she works, where necessary, with youth protection

organizations and external interveners in matters pertaining, in particular, to

parental abuse or negligence; where applicable, helps the school administration

to conduct student searches;

· He or she meets with students, parents and teachers to provide

them with advice, information and pertinent documents and referrals;

· If necessary, he or she administers medication according to

medical requirements and the school policy in effect and to the parents’ instructions;

administers first aid;

· He or she may be required to use a computer and the necessary

software to perform his or her duties;

· He

or she may be required to train less experienced technicians as well as

coordinate the work of support staff in performing duties related to the

implementation of programs involving technical operations for which he or she

is responsible;

· If

need be, he or she performs any other related duty.




Hold a Diploma of College Studies in Special Care

Counselling or a diploma or an attestation of studies recognized as equivalent

by the competent authority.



Hold a certificate dated no more than three (3) years

attesting to the successful completion of:

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

2. a refresher course of a minimum six (6)-hour duration updating the

skills acquired in the course mentioned in subparagraph 1;

Experience and training working with students who have exceptionalities;

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

Experience with children on the autism spectrum and the TEACCH program;

Ability to implement effective behavioural management strategies;

Knowledge of best practices in supporting learning, behaviour and adaptive skills for students with exceptionalities;

Knowledge and/or experience with ABA approach;

Experience with Board maker and use of visuals (ie. Schedules and teaching/social supports);

Excellent teamwork abilities: ability to work collaboratively within a school based, and multi-disciplinary team;

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

Working Conditions:

Salary: $24.78 – $35.67 per hour (based on

qualifications and experience).

Start: as soon as possible


Date: June 29, 2022

Application must include:

Resume (including detailed work history and education background)

A cover letter

Professional reference


by 4:00 p.m. June 16, 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.

We acknowledge that the lands upon which we live, learn, and work are the traditional unceded territory of the Algonquin Anishinaabe peoples. We thank them for sharing these lands and commit, as an organization, as educators and as individuals, to an ongoing relationship that recognizes and respects the lands, traditions, and culture of the Anishinaabe people.

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