Speech and Language Pathologist

Available Positions: Full-Time Regular, Full-Time Replacement, and Part-Time Replacement Roles

Director Sandra Luther

Qualifications

Be a member of the Ordre des Orthophonistes du Québec

Other Requirements

• Bilingual (English and French)
• Experience working with children and adolescents
• Experience working in multidisciplinary team settings
• Willingness to participate in the development of action plans and interventions for students with special needs
• Experience in conducting assessments for adolescents with communication difficulties
• Ability to work with individuals/groups
• Ability to lead in-service sessions for school staff
• Evidence of continuous professional growth
• Knowledge of the Québec system of education (e.g. inclusive educational practices, school organization, curriculum)
• Capable to travel in own vehicle within the board’s territory as requested.
• Experience implementing structured literacy approach
• Knowledge of how language skills may affect the general curriculum in high school
• Experience working with adolescent social communication groups would be considered an asset
• Knowledge of assistive technology would be considered an asset
  
  

Nature of the Work

The position of speech therapist or audiologist encompasses responsibility for detection and evaluation activities with students experiencing or likely to experience hearing, language, speech, or voice problems and for determining a speech therapy or audiology treatment and intervention plan focussing on prevention, readaptation, or rehabilitation.

Daily Tasks/Dossiers

• Ability to analyze and interpret the student’s hearing, language, literacy, speech, hearing, or voice functions, including students with exceptionalities and/or social maladjustments.
• Ability to plan and conduct evaluations and screenings
• Ability to work with a multi-disciplinary team to draw up and review a student’s individualized education plan by including speech therapy and an intervention plan in the IEP
• Ability to work with a class or group of students exhibiting common difficulties or specific problems so as to facilitate their learning and social inclusion.
• Ability to provide advice and support to the teacher and explain to him/her the nature of the student’s communication difficulties so that he or she may adapt his or her teaching and the instructional materials used.
• Ability to analyze how language impairments may affect classroom functioning and find strategies to support both the student and teacher.
• Ability to plan, organize and conduct training, information and awareness-building activities related to communication difficulties.
• Ability to provide strategies and training to integration aides, spec ed techs and resource team members who are supporting students at school and to parents who are supporting students at home.