Spécialiste en autisme bilingue - Ministère de l’Éducation et de la Petite enfance

Position: 172782 - Spécialiste en autisme bilingue - Ministère de l’Éducation et de la Petite enfance
The Department of Education and Early Years is committed to Equity, Diversity, Inclusion and Accessibility. Our goal is to build a public sector workforce that reflects the diverse communities we serve and to promote welcoming, diverse, inclusive, respectful workplaces that are accessible to all. We welcome all interested individuals including Indigenous People, persons with disabilities, Black, racialized, ethnic and culturally diverse groups, as well as people regardless of their sexual orientation, gender identities, and gender expressions.

Those looking for more information are invited to visit Equity, Diversity, and Inclusion Policy.

This position provides direct intervention as well as educational support for children with a diagnosis of an Autism Spectrum Disorder. The caseload includes both preschool children enrolled in Intensive Behavioural Intervention (IBI) as well as school age children who are enrolled in French schools. The position will also provide coaching and training of involved school or IBI staff and to families enrolled in the Early Years Autism Service.

This position reports to the Early Years Inclusion and Diversity Manager.

Early Years Duties

Design, implement and monitor applied behavioural analysis programming for young children with autism;

Conduct curriculum-based assessments;

Address challenging behaviour by conducting functional behavioural assessments and develop positive behaviour support plans (BSP) as needed;

Accurately assess each child using direct observation; administer formal and informal assessment;

Provide detailed assessment based, developmentally appropriate teaching programs;

Evaluate the accurate and consistent implementation of teaching programs, data collection and/or behaviour support plans;

Facilitate transitions into early childhood centres and schools; and

Other duties as required.

French School Board Duties

Conduct observations and conduct formal and informal assessment to assist in the development of appropriate programming;

Provide consultation and guidance to school teams in the creation and monitoring of IEP goals and objectives, including attending IEP meetings;

Provide guidance for Functional Behavior Assessments and assist in the development, implementation and monitoring of Behavior Support Plans;

Maintain written documentation of school consults, student observations and recommendations;

Provide support to optimize student transitions at school entry or between grades and schools;

Collaborate with designated school staff in the development of social skills groups;

Provide suggestions to schools regarding recommended teaching programs/materials/resources and teacher‑made visual supports;

Ensure that interventions with documented empirical effectiveness for children with autism are prioritized and form the basis of educational services; and

Other duties as required.

Minimum Qualifications

Master’s degree in Child Development, Education, Psychology or related field.

Extensive training in Applied Behaviour Analysis.

Experience working with preschoolers and school‑age children with autism and knowledge in child development.

Advanced oral proficiency in French and English required.

Demonstrated equivalencies will be considered.

Demonstrated ability to manage time, organize work responsibilities, work independently and as a team member.

Excellent interpersonal skills; demonstrated ability to effectively communicate with the public, including both oral and written skills in French and English.

Excellent computer skills, including email, word processing and presentation applications.

A valid driver’s license and access to a reliable vehicle; extensive travel in the province is required.

Must have a good previous attendance, work record and a satisfactory vulnerable record check prior to beginning employment.

Other Qualifications

Board Certification in Behavior Analysis is preferred.

Knowledge of Analysis of Verbal Behavior and Alternative and Augmentative Communication is preferred.

Knowledge of effective evidence‑based practices (i.e. Practical Functional Assessment and Skill‑Based Treatment) for children with autism is preferred.

#J-18808-Ljbffr