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SPECIAL EDUCATION TEACHER - LOW INCIDENCE

SPECIAL EDUCATION TEACHER
Intensive Intervention and Support (Low Incidence 8-12)
Intensive Intervention and Support (Low Incidence K-7)

1. DESCRIPTION OF DELIVERY MODEL

The Special Education Teacher - Intensive Intervention and Support (Low Incidence 8-12) and Intensive Intervention and Support (Low Incidence K-7) provides leadership in the provision of services for learners who exhibit challenging behaviour that is typically associated with moderate to severe profound intellectual disabilities and autism spectrum disorder. The Special Education Teacher - Intensive Intervention and Support (Low Incidence 8-12) and Intensive Intervention and Support (Low Incidence K-7), in consultation with Student Support, work with teachers, administrators, and other district personnel and parents/guardians to provide support for learners through:

a) maintaining a current knowledge base of evidence-based/promising practices in learning and behavioral theory, Ministry of
    Education programs and services, and early intervention of programming for children with intellectual disabilities and
    challenging behaviour;

b) maintaining a current knowledge of issues and trends in inclusive education and research developments in the field of
    inclusive education with an emphasis on challenging behaviour.

Key responsibilities of the Special Education Teacher - Intensive Intervention and Support (Low Incidence 8-12) and Intensive Intervention and Support (Low Incidence K-7) include: 

a) consulting, using a collaborative model, with school-based, district staff, community partners, and parents/guardians;

b) providing information regarding the role of the Education Assistant (EA) / Applied Behaviour Analysis Support Worker
    (ABA SW);

c) working to build a collaborative team to support student needs, within the context of the program;

d) participating in district planning process where appropriate;

e) modelling and providing information regarding inclusive practices;

f) providing direct curriculum-based instructional support for learners assigned to the program;

g) providing learners with an opportunity to develop volunteer work/vocational skills in the community;

h) evaluating student progress and reporting student learning;

i) developing interventions that lead to the realization or fulfillment of student talents and potentialities;

j) coordinating and preparing Individual Educational Plans (IEPs);

k) understanding and interpreting District and Ministry criteria for assignment of learners to intensive intervention programs;

l) interpreting each learner's diverse abilities or disabilities and their implications;

m) identifying, preparing and/or ordering individualized materials;

n) planning, coordinating and overseeing the support provided by Education Assistants and Applied Behaviour Analysis Support
    Workers (ABA SW);

o) facilitating transition planning to community living services;

p) supporting school-based staff with assessment and evaluation including Level B assessments.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a)  valid B.C. Teaching Certificate.

b) minimum three years satisfactory teaching experience working with students with moderate to severe profound intellectual
    disabilities and challenging behaviour;

c) completion of a Diploma in Inclusive/Special Education or equivalent with emphases on moderate to severe profound
    intellectual disabilities and challenging behaviour. 

3. PREFERRED QUALIFICATIONS/EXPERIENCE.

a) teaching experience which includes Inclusive/Special Education and experience with students with moderate to severe
    profound intellectual disabilities and challenging behaviour;

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

c) Master's Degree in Inclusive/Special Education or a related field, or enrolment in and progress toward the completion of
    such a degree with emphasis on the education of students with moderate to severe profound intellectual disabilities and
    challenging behaviour.

4. REPORTING STRUCTURE

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

Revised May 2021

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