Intervenor for Students with Deafblindness 2025/2026
Intervenor for Students with Deafblindness 2025/2026
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Job Description
This is an ongoing job posting. Due to the volume of interest we are unable to provide individual updates - candidates will only be contacted if a vacancy becomes available.
This posting may be reactivated at any time throughout the 2025/2026 school year as hiring is determined by system needs.
School Directory Link:website
Thank you for your interest in a career as an Intervenor for Students with Deafblindness with the York Region District School Board. This application is forIntervenor for Students with Deafblindnessopportunities for the 2025/2026 school year.
Please Note: This is an ongoing job posting. While we welcome applications at any time candidates will only be contacted if a vacancy becomes available. Due to the volume of interest were unable to provide individual updates well be in touch if an opportunity aligns with your application.
Salary: $35.54 - $36.91 (effective September 1 2025)
Please Note: You may also be considered for temporary and/or permanent opportunities as they arise throughout the year.
Casual Positions: On call as-needed basis to cover absences of permanent employees ranging from daily occurrences up to 30 consecutive working days.
Temporary Positions: This is a position that is available for a period in excess of 30 consecutive working days to replace a permanent employee who is absent on an approved leave of absence (e.g. pregnancy parental educational or medical leave).
Permanent Positions: These are full-time positions (35 hours per week).
We require staff who will be 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 students 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 andassistance with mobility.
- To assist the teacher and/or resource staff in dealing with behavioural needs of the students as outlined in Memo S33.
- To assist with ongoing assessment of student programs and writing dailyanecdotal reports and records as required.
- To attend meetings as requested.
- To attend professional development sessions/training as required.
- To perform other duties as assigned.
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.
- Training in a Total Communication Approach is required.
- Minimum one year related experience 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 require
Additional Information:
- Employeesare expected to work at least 30 days within the current school year to remain on the casual list. Please note that hours of operation in our schools could start as early as 7:30 a.m. and end as late as 4:30 p.m. The Board highly recommends that employees accept as many shifts as possible throughout the year to encourage advancementwithin the Board.
- In the application process you will be prompted to provide at least three (3) professional supervisory references (including full name position title work location/organization and email address) in the job posting screening section of the online do not contact references prior to practicum/interview.
- For your information a list of YRDSB Schools is provided.
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 Boards values we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Boards priorities goals and principles outlined in the District Action Plan. 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 Mtis 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 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 theHuman 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 candidates required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request toor 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 emailingto 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.
We will accept satisfactory PVSCs that name any other school board and other employers (daycare centers OCT and employers that would require a police check for vulnerable persons) in Ontario and obtained within the last six (6) months.
On-line 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.
Employment Type
Contract
