Oral Communication Facilitator

 NATURE & SCOPE OF WORK

A Special Education Assistant – Oral Communication Facilitator works in a collaborative/team environment, receives direction from a teacher and reports to Management.  A Special Education Assistant - Oral Communication Facilitator may work without close supervision.  The overall program responsibility for students remains with the teacher.

The work involves providing assistance to teachers with the delivery of programs and services which support learning and provide for the safety and comfort of students through physical and personal care.  Programs address a broad range of needs including basic life skills, age appropriate academic assistance and on-site assistance to students in work experience programs.  An SEA - Oral Communication Facilitator works with a wide variety of students, including those with hearing and speech impairments, those who are autistic, intellectually, physically and/or sensorially disabled and/or students who exhibit inappropriate and sometimes aggressive behaviours.

The work of the Special Education Assistant – Oral Communication Facilitator is distinguishable from the work of the Special Education Assistant I by the use of required training, knowledge and/or skills specific to an assignment where the district and the needs of the students requires such

A Special Education Assistant - Oral Communication Facilitator provides assistance for students with special needs, as identified by the School District’s Special Education Department, in the delivery of programs and services in line with Ministry of Education guidelines.

TYPICAL RESPONSIBILITIES

Provides classroom assistance in the delivery of Individual Education Plans (IEPs).  This assistance may include reinforcement of teacher lessons, supervising tests, carrying out prescribed behaviour modification programs, assisting students with work experience agreements, etc., and preparing and setting out materials and equipment.

Performs Level I (non-child specific) personal assistance tasks as defined by the Ministry of Education and the Ministry of Health protocols.  Such tasks may include feeding, normal oral hygiene, cleanliness of hands and face, dressing, toileting, and diapering.  May be required, in accordance with Board policy and regulations, to administer medicines provided by parents or guardians, and as authorized by a physician.  May provide basic first aid, as required.

Maintains appropriate records.

May provide input to the design of Individual Education Plans and how they will be implemented.  Within guidelines, and as directed by the teacher, makes adaptations such as sequence and timing of content of instruction for individual students.

Assists students to improve communication and social skills, to conduct themselves appropriately and to achieve life-skill goals and a positive self-image and self esteem.

Accompanies students on field trips and demonstrates life skills such as public transportation use, purchase of necessities and cash handling.  Supervises and assists students who have ambulatory problems in boarding and disembarking buses.

Monitors and maintains contact with students on-site for work experience programs, as required.

May supervise students with special needs at recess and lunch.

In consultation with the appropriate professional, may operate, adjust, and assist with specialized equipment, e.g. speech computer programs, personal communicators, light pointers, life skills equipment, wheelchairs, etc.

Maintains the confidentiality of sensitive information.

Administers passive physiotherapy exercises as prescribed, demonstrated and monitored by a qualified therapist, in accordance with Individual Education Plan.  Adapts gym activities in consultation with classroom teachers, occupational therapist, physiotherapist, etc.

Upon request by teachers, participates in meetings with parents to discuss individual student progress.

Performs related duties, as required.

JOB REQUIREMENTS

KNOWLEDGE, ABILITIES AND SKILLS

Knowledge of a wide variety of disabling conditions which affect children, and the school programming possibilities which might be used to deal with them.

Ability to establish and maintain rapport and effective working relationships with students and staff.

Ability to understand and work with core curriculum at the appropriate grade level(s).

An understanding and demonstrated commitment to the philosophy goals and processes for including students with special needs into classrooms.

Ability to acquire child-specific program knowledge and skills which may be required for behaviour management, equipment handling and communication alternatives such as sign language and oral interpretation.

Ability to implement clearly defined limits of acceptable behaviour with patience and flexibility, to chart and record behavioural observations, and to maintain a positive attitude.

Knowledge and ability to use and adapt computer programs.

Ability to cope with physical demands such as lifting students with ambulatory problems, restraining and redirecting students who exhibit unacceptable behaviour, attending to students requiring assistance with bathrooms or mobility.

Ability to work in a team environment with teachers, parents, health care professions, district staff, etc.

Skill and ability to communicate effectively in written and oral English.

Interpersonal, communication and problem-solving skills required to perform the duties of the position.

TRAINING AND EXPERIENCE

Completion of grade 12 plus a certificate as a Special Education Assistant, from a community college or an educational institute recognized by the district.

One year previous related experience

Or

An equivalent combination of training and experience.

Completion of Oral Communication Facilitator Training Course or equivalent.