Readaptation Officer- FSSTT

Qualifications

A bachelor’s degree in an appropriate specialty, notably psychology, psychoeducation, or social work

Other Requirements

Experience working with children who have developmental, social-emotional, behavioral, and academic difficulties in educational settings

Training and experience in the use of best practices for students with Autism Spectrum Disorder (ASD) in inclusive education settings (e.g., functional behavior assessment, visual schedules & supports, etc.)

Thorough understanding of child development, social-communication, behavioral management, and inclusive education philosophy

Experience working on a multidisciplinary team

Experience consulting with and directly modeling intervention strategies for teachers and support staff

Strong interpersonal, communication, and organizational skills

Strong presentation skills and experience leading professional development in the area of supporting children with ASD and other developmental and behavioral difficulties

Must possess a car and a valid driver’s license

Bilingualism (French and English)

Nature of the work

The position of readaptation officer primarily encompasses responsibility for: (a) detecting, evaluating, helping and guiding students experiencing or at-risk for social maladjustments; (b) creating conditions conducive to the development of functional autonomy, (c) providing intervention focused on the attitudes and behaviors that adversely affect the student’s learning and social integration; and (d) offering guidance and support to school personnel and parents.

Characteristic Functions

The readaptation officer participates in the development and implementation of a psychoeducational service that meets the academic and administrative requirements of both the educational institutions and the school board. They contribute to the detection of difficulties and identification of students experiencing problems, using an approach focusing on prevention and intervention; plans and conducts psychoeducational and behavioral evaluations to determine the student’s psychosocial needs; collects from school or external resources, as well as parents pertinent information, selects and administers appropriate tests, conducts interviews, makes observations and analyzes data in order to identify the nature of the problem. They work with a multidisciplinary team to create and review a student's individualized education plan (IEP) by including within the IEP, when necessary, his or her own specific action plan; participates in defining intervention objectives and means; works with other team members to harmonize and coordinate interventions and to evaluate the achievement of objectives.

Daily Tasks/Dossiers

• Provide guidance to school teams regarding the inclusion of students with ASD.
• The consultant develops and supports the implementation of strategies that promote learning, social integration, communication, behavior management, and autonomy.
• The consultant supports teachers in tailoring curriculum-based materials and activities to the needs of the students.
• The consultant strives to build capacity within school teams via instruction about and modeling of best practices.
• At the request of school administrators or student services, the consultant provides professional development workshops/presentations.
• When necessary, the consultant facilitates parent meetings or multidisciplinary team meetings.
• The consultant establishes and maintains relationships and collaboration with partner organizations (e.g., CLSC, rehabilitation centers, hospital teams, etc.)
• When necessary, the consultant assists in the management of crisis or emergency situations
• The consultant participates in activities related to the Ministry of Education’s CoE for Autism, such as consultations and professional development for English school boards in Quebec, team meetings, planning of conferences or workshops.