Interested candidates are required to complete the following on-line application to the attention of: The Recruitment Team. This term position is effective immediately and ending on or about June 29, 2027.
This position is responsible for providing support to students with deafblindness which allows students to take part in, and benefit from, educational programs. The Intervenor provides access to and facilitates communication between students with deafblindness, other students, parents and staff using the student’s preferred mode of communication. Under the direction of a Regional Vision Resource Teacher, and in cooperation with the classroom teacher, the Intervenor reinforces the educational program by reinforcing concepts, adapting, and modifying instructional materials (visual and/or tactile) to meet the specialized needs of students with deafblindness in compliance with Board policies and procedures.
Major Responsibilities
- To receive and interpret information for students with deafblindness, in order to facilitate their participation in the visual/oral world around them.
- To use a total communication approach to facilitate communication between the students with deafblindness, other students and staff, in order to support the required education and communication levels (this may involve signing, tactile signing, voice, Braille, object/visual/tactile cues, etc.).
- To receive and relay information on behalf of students with deafblindness using a total communication approach.
- To reinforce skills and concept development through concrete, meaningful and functional activities and interactions with others and the environment.
- To provide reinforcement of the use of residual vision and/or hearing, while addressing sensory integration issues and changes in level of functioning, under the direction of the Regional Vision Resource Teacher.
- To serve as a support person to the teacher in the development and implementation of the students’ Individual Education Plans (I.E.P).
- To deliver interventions or strategies as set out in the I.E.P as established by teachers, in consultation with other resource staff.
- To assist in the promotion of interaction between students with deafblindness and his/her environment, fostering social growth, positive self-image, and meaningful contribution to society.
- To assist in the preparation and adaptation of materials and monitoring of programs.
- To supervise and assist individual and groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrival and departures, work placements and other situations as required.
- To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning, and assistance with mobility.
- To provide direct intervention, in accordance with student’s IEP and Safety Plan, in managing behavioural and immediate safety needs of the students using the principles of CPI and as outlined in the Memo Addressing Unsafe Student Behaviour in Safe and Supportive ways.
- To assist with ongoing assessment of student programs and writing daily anecdotal reports and records, as required.
- To attend meetings as requested.
- To attend professional development sessions/training as required.
- To perform other duties as assigned.
Line Of Responsibility
- Responsible to the school Principal and the Regional Principal of Student Services, through the Regional Vision Resource Teachers.
Education, Experience And Qualifications
- Secondary School Graduation Diploma with a two year diploma in Intervenor for Deafblind Persons or Deaf and Blind Support Specialist Program is required.
- Minimum one year related experience is required.
- Training in a Total Communication Approach is required.
- Training in de-escalation strategies (including CPI certification, where required), lifting and positioning techniques are requirements of this position.
- Effective verbal and written communication and interpersonal skills are required.
- A general working knowledge of computers and Board approved/implemented software is required.
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- (e.g. resume, professional supervisory references, etc.)
Note: You will receive a pop-up notification, followed by a confirmation email once the application has been successfully submitted. Also, all successfully submitted applications to job postings are listed on 'Jobs Applied To' page in your ATE profile for your record.
Equity, Diversity and Inclusion Statement
The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.
Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the . Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.
We Actively Encourage Applications From Members Of Groups With Historical And/or Current Barriers To Sovereignty, Equity, Including, But Not Limited To
- First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
- African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);
- South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
- members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
- persons with visible and/or invisible (physical and/or mental) disabilities;
- persons who identify as women; and
- persons of marginalized sexual orientations, gender identities, and gender expressions.
At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.
Accessibility and Accommodation Statement
We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.
Important Note for YRDSB Employees: If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager ( ) to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing to review next steps (in the email please reference the job title you are applying to).
Important Information For CUPE 1734 Members
LA.11.7 Those twelve (12) month employees filling vacancies as a result of their applying to a job posting are to remain twelve (12) months at their position. Ten (10) month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve (12) month period.
CUPE 1734 applicants will be considered to have the required educational qualifications based on the job description for the CUPE 1734 classification they currently hold on a permanent basis, in accordance with the terms of the CUPE 1734 Collective Agreement.
Online applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.
The personnel file of all internal applicants will be reviewed as part of the selection process.
All successful candidates are required to provide a satisfactory police record check. Please refer to the for additional details.
