2.11 Special Education Staff

To meet the needs of exceptional students, the Lambton Kent District School Board provides a range of personnel, under the leadership and supervision of the Superintendent of Education responsible for Special Education. Many classroom teachers have taken additional qualifications in the area of special education and attended professional development activities provided by the Board. These initiatives have assisted regular classroom teachers in meeting the needs of their exceptional students in regular classroom settings. Teachers whose primary assignment is to work with exceptional students have additional ministry qualifications in special education. In addition to the teaching staff, the Board employs educational assistants who assist in the implementation of program and assist individual students or small groups. The Lambton Kent District School Board’s Psychological Services Department employs a psychological associate and a number of psychometrists who provide direct service to schools. In addition, the Board employs two speech-language pathologists and contracts the services of a speech-language pathologist as well as communication disorder assistants and speech assistants from an outside provider. The chart (Appendix 2.11.1) shows the current number of resource and special class teachers, educational assistants and support staff employed by the Lambton Kent District School Board.

1.0 Special Education Co-ordinators
Special Education Co-ordinators, qualified teachers who have Special Education certification, are responsible for the co-ordination and efficient operation of the central and school based Identification, Placement and Review Committees. As well, the in-service training and professional development of Special Education staff within the system is a shared responsibility among the co-ordinators. Special Education Co-ordinators work in consultation with Special Education and Resource Teachers to develop implementation strategies for new programs and ministry initiatives. They provide on-going support for schools through consultation. The Special Education Co-ordinators organize the acquisition of equipment and resources, compile all required data and reports and centrally co-ordinate Intensive Support Amount (ISA) claims.

2.0 Instructional Personnel
2.1 Resource Teacher (Elementary and Secondary)

A Resource Teacher utilizes strategies, specialized equipment and resources that are necessary for the instruction of an individual or small group of pupils for varying amounts of time. The duties of the Resource Teacher include diagnostic assessment, assistance with program planning and evaluation, consultation, liaison, teaching, assisting in the completion of Individual Education Plans, assisting in the completion of ISA claims, and co-ordination of programs and services. Resource Teachers also assist classroom teachers in the modification of programs through provision of materials and advice concerning teaching strategies. Resource Teachers are expected to have completed additional qualifications in Special Education accredited through the Ontario College of Teachers.

2.2 Special Education Teacher (Elementary and Secondary)
Special Education Teachers instruct exceptional pupils in a special education classroom setting. The Special Education Teacher is responsible for the classroom program and individual education plan of the students. They also assist in the completion of any Intensive Support Amount claims. Special Education Teachers are expected to have completed additional qualifications in Special Education accredited through the Ontario College of Teachers.

2.3 Itinerant Resource Teacher of the Deaf and Hard-of-Hearing
A teacher of the Deaf and Hard-of-Hearing is a qualified teacher with deaf education certification who provides support programs on an individual basis to pupils. The Teacher of the Deaf and Hard-of-Hearing provides direct instruction to students, as well as provide support to school staff working with deaf or hearing-impaired students. They also provide assistance in the acquisition of equipment and resources.

2.4 Itinerant Resource Teacher of the Blind and Low Vision
A teacher of the Blind and Low Vision is a qualified teacher with certification in education of the blind who provides support programs on an individual basis to pupils with partial or total impairment. Teachers of the Blind and Low Vision provide direct instruction to students, as well as provide support to school staff working with blind students or children with low vision. They also provide assistance in the acquisition of equipment and resources.

2.5 Itinerant Resource Teacher of Enrichment/Gifted
A teacher of Gifted is a qualified teacher with certification in education of the gifted who provides support programs on a group basis for pupils identified as gifted who demonstrate a need for challenge beyond classroom enrichment. They also provide support for schools in the selection of students for enrichment, for classroom programs and for family of schools enrichment opportunities (as outlined in Section 2.3.2).

2.6 Itinerant Resource Teachers for Behaviour and High Needs
Itinerant teachers of Behaviour and High Needs are qualified teachers with additional qualifications in special education. They provide consultative support to the School-based Team. Through observation and direct interaction with students they help to develop behavioural, social skills, and communication programs to assist students in the regular classroom or the special education classroom.

3.0 Psychological Services
The Psychological Services Department functions as a unit within the Special Education Department, providing consultation, student assessment, and counselling services upon the request of principals, teachers, and parents. These services are provided on behalf of all school-aged children within the regular school program and those receiving, or seen as requiring special education support.

3.1 Supervisor of Psychological Services Department
The supervisor holds a master degree in psychology and accreditation through the Ontario College of Psychologists. The supervisor monitors the provision of psychological and psycho-educational services including:

· assessment and counseling services to students.

· consultation services to school personnel, parents, community health care, child welfare and related social services personnel.

· ongoing in-service.

3.2 Psychometrists
Psychometrists provide assessment, counselling and consultation services. The psycho-educational assessment provides information regarding students’ learning abilities and emotional or social development. The data gathered through assessment is valuable data for schools and parents when planning student programs.

4.0 Speech-Language Pathologists/Communicative Disorder Assistants/Speech Assistants
Speech-Language Pathologists meet qualification standards as established by the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO). Communicative Disorder Assistants and Speech Assistants work under the supervision of the Speech-Language Pathologists. They are assigned on an itinerant basis to provide support programs to pupils with speech and/or language impairments. The Speech-Language Pathologists, Communicative Disorder Assistants and Speech Assistants maintain ongoing interaction and consultation with teachers, principals, and community agencies.

5.0 Educational Assistants
Educational Assistants are para-professionals who perform prescribed duties under the direct supervision of a qualified teacher. Educational Assistants may be assigned either to assist in a special education classroom or program or to support the programming for a particular pupil or group of pupils. Educational Assistants are assigned based on the needs of a particular school with the principal responsible for assigning specific duties. Criteria for assigning Educational Assistants are based on the documented needs of the exceptional students in the school and the program needs of the system. Ministry criteria for the Intensive Support Amount provides additional information, regarding a student’s need for intensive support, which assists in the determination of the allocation of Educational Assistants throughout the district.

The qualifications of Educational Assistants include individuals with one or more of the following:

· Social Service Worker Diploma (S.S.W.)

· Child and Youth Worker Diploma (C.Y.W.)

· Developmental Service Worker Diploma (D.S.W.)

· Registered Nurse (R.N.)

· Registered Nurse’s Assistant (R.N.A.)

· B.A. (in related field)

6.0 Tutor Escorts
A Tutor Escort provides academic, behavioural, social and/or daily living support to a specific eligible First Nation pupil, under the direct supervision of a qualified teacher. Tutor Escort support is allocated to individual students who meet the Ministry of Education Intensive Support Amount (ISA 2 and 3) profile. Tutor Escorts are funded by the Department of Indian Affairs.

The qualifications of Tutor Escorts include:

Essential:

· Ontario Secondary School Diploma

· Computer literate

· Ability to set priorities, manage time, meet deadlines, and work under pressure

· Demonstrate strong interpersonal skills.

· Have experience in working with First Nation staff and community.

· Dedication to the development of elementary and secondary program.

· Previous experience in working with First Nation students.

· The successful applicant will undertake the training to complete the “Native Tutor Escort Program”. The training is to be complete within a three-year period.

Preferred:

· Post-secondary diploma in related fields: Native Special Education Assistant Diploma Program and/or Native Classroom Assistant Diploma Program.

· Experience in working with students who have been identified as exceptional.

Language and cultural skills or willingness to learn