Inclusive Education Teacher (B.A.S.E.S.)

INCLUSIVE EDUCATION TEACHER BUILDING ACADEMIC, SOCIAL AND EMPLOYMENT SKILLS (B.A.S.E.S.)

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The Inclusive Education Teacher (B.A.S.E.S) teacher will deliver a range of support services to learners who have been formally or informally identified by the School Based Team (SBT) or Principal/Vice Principal as having developmental disabilities characteristic of the following categories: mild intellectual disability (K) or moderate to severe profound intellectual disability (C), that is sometimes concomitant with physical disability & chronic health (D), autism (G), or being physically dependent/having multiple needs (A). Inclusive Education teachers in this area are committed to inclusion and consult with school-based, district and community partners and parent/guardians within their role.

Key responsibilities include:

a) offering support to learners;

b) coordinating and preparing Individual Education Plans (IEPs);

c) identifying, developing and sourcing individualized materials;

d) providing direct curriculum-based instructional support (instruction may occur in a variety of ways including pull-out, co-teaching, teaching in a B.A.S.E.S classroom, teaching in a regular classroom setting, etc.);

e) evaluating and reporting student progress;

f) preparing learners for work experience and placing learners in work settings appropriate to their ability and interests,
   in consultation with the Career Development Facilitator in the school;

g) consulting, in a collaborative model, with students' teachers and other school staff regarding their students;

h) understanding and interpreting for others, students' needs and individualized strategies that support learning; 

i) participating in the school-based placement process in B.A.S.E.S.;

j) interpreting each learner's diagnostic profile and its implications;

k) providing information to staff/parents/guardians regarding the role of the Inclusive Education Support Worker (IESW); 

l) providing instructional direction to Inclusive Education Support Workers (IESWs);

m) working to build a collaborative team to support student needs;

n) modelling and providing information regarding inclusive teaching/learning practices;

o) providing information to the school staff. 

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) valid B.C. Teaching Certificate;

b) minimum three years satisfactory teaching experience;

c) completion of a Diploma in Inclusive/inclusive education or equivalent with emphases on developmental disabilities
    (low incidence).

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) satisfactory teaching experience of students with intellectual disabilities;

b) participation in workshops/conferences/coursework regarding emerging trends in Inclusive Education;

c) completion of Diploma or Master's degree in Inclusive/inclusive education or equivalent.

4. REPORTING STRUCTURE

The personnel in this position are accountable to the principal of the school to which they are assigned.

Revised January 2026