Description
FTE : 1.0
Term : March 17, 2025 - March 17, 2026 (12 months)
Starting Date : Tentatively March 17, 2025 (TBD)
Location : St Monica Catholic School
Rate of Pay :
CUPE EA Band 7 ($30.97 - $33.88 per hour) effective September 1, 2024
CUPE EA Band 7 ($31.97 - $34.88 per hour) effective September 1, 2025
Scope of Position Responsibilities
The Deaf/Blind Intervenor in the education setting functions as part of
the educational team providing one-toone instructional support which allows
the child to take part in, and benefit from, existing educational programs and
facilities within the community. The Deaf/Blind Intervenor's role is to
facilitate or provide access to communication between the deaf/blind student
and other students, teachers, support staff, parents and others involved in the
educational program. Each student is unique; therefore each intervention
approach will vary with the specified needs of the student.
The Intervenor is one component of the deaf/blind students' educational
team and works in collaboration with the classroom teacher under the
supervision of the Principal with input from Student Services/Student Success
Department personnel, i.e., Itinerant Vision Impaired and Hard of Hearing
Resource Teachers. Duties and responsibilities including classroom assignments
and timetables are planned in conjunction with the classroom teacher, school
principal and resource support team.
Specific Account Abilities
The Deaf/Blind Intervenor shall relay all visual and verbal messages
given in class using the deaf/blind students preferred mode of communication.
This may include signing, tactile signing, voice, Braille, cues, written notes,
etc. and the following:
• accurately relays
instructional information, visual information including subtleties and nuances
that speech conveys;
• transmits the student's
questions and replies to questions to the teacher in the language level used by
the student;
• should not speak on
behalf of the student or teacher, but should encourage both to speak to one
another directly facilitating this communication;
• may be required to
explain questions on a test while ensuring that the answer is not divulged;
• may be required to
assist the student in composing written answers, initiated by the student, or
to interpret the student's expressive answers into written form, with
permission and direction from the instructor;
• maintain
confidentiality of information as stated in the Intervenor Organization of
Ontario's Code of Ethics. As part of the educational team the Intervenor may
have access or be privy to information such as grades, personal or health
history, etc. This type of information may be discussed within a case
conference as appropriate, but must be kept confidential;
• consider carefully
his/her attire in order to reduce eye strain for the deaf/blind student. The
Intervenor will position him/herself in the deaf/blind student's field of
vision and/or hearing;
• shall provide
activities/strategies to stimulate residual hearing and vision addressing
sensory integration and changes in levels of functioning;
• maintain a professional
manner throughout all facets of the intervention process;
• may be required to
assist in attendant care duties such as lifting, transferring, bathing, feeding
and toileting;
• be familiar with school
rules and strive to encourage the deaf/blind student in understanding and
following all rules established by the School's Administration;
• strive to obtain the
necessary background information required to work with the deaf/blind student,
and use his/her preferred mode of communication;
• strive to gain further
knowledge and skill in all areas of intervention;
• if requested, shall
assist school staff and other individuals by providing information or referring
them to other sources on issues related to deaf/blindness and modes of
communication;
• be available to provide
information and workshops at staff meetings, educational conferences and case
meetings as requested by the School Principal;
• act as a sighted guide
and assist the student in orienting to his/her environment;
• review new vocabulary
prior to lessons, e.g., technical terms in various school subjects and as part
of lessons;
• teach new vocabulary
and/or grammatical constructions under the supervision of the classroom
teacher;
• review vocabulary and
lesson concepts with the student to insure adequate comprehension;
• provide daily anecdotal
reports of classroom activities for the student. These reports are submitted to
the classroom teacher.
• provide information and
support for teachers and student in the integrated classes to help them fully
understand and accept the deaf/blind student including teaching the various
modes of communication as requested/required;
• provide support to the
deaf/blind student in facilitating the use of skills which enhance independence
and effective use of an Intervener;
• keep the classroom
teacher appraised of any difficulties that would interfere with the educational
progress of the deaf/blind student;
• collaborate regarding
the needs of the student including adaptations to existing equipment and
materials provided by the educational team as deemed necessary; and
• in situations where the
deaf/blind student is confined to home or hospital, the Deaf/Blind Intervenor
may continue working with the student in that setting. If the student is
severely ill, the Deaf/Blind Intervenor will work in the school on deaf/blind preparation
activities or assist the school wherever the principal deemed appropriate.
Prerequisite of Qualifications
Deaf/Blind lntervenors are specially trained graduates of college
programs i.e., George Brown College of Applied Arts and Technology. They are
trained to provide consistent visual and auditory information to the deaf/blind
student. They use a total communication approach to make the deaf/blind student
aware of what is occurring around him/her and to attach language to the
learning activity. Deaf/Blind lntervenors are hired by the Durham Catholic
District School Board to work - not as an educational assistant - but as a
one-to-one Deaf/Blind Intervenor implementing the programs designed and written
by Deaf/Blind Specialists, e.g., Resource consultants from W. Ross Macdonald
and/or Durham Catholic District School Board Program support personnel and from
the Board's Student Services Department.
Applications must include resume and cover letter referring to
educational and related field experience, Criminal Reference Check (within one
year), evaluations (at least 2), professional references (3) any other
information supporting your application.
At DCDSB, fostering a culture of inclusion is a fundamental imperative.
Acknowledging the diversity of our students, staff and community and ensuring
that every member of our inclusive community is a valued contributor is a
foundational pillar to our mission. The DCDSB invites and encourages
applications from all qualified individuals, including those from groups that
are traditionally underrepresented in employment, and candidates who
self-identify as a member of a racialized/marginalized community, who may
enhance equity and representation in our workforce.
Pursuant to the Accessibility for Ontarians with Disabilities Act, 2005
(AODA), if you require accommodation at any time throughout the application
process, please contact Maria Zdessenko, Human Resource Consultant at
maria.zdessenko@dcdsb.ca prior to the posting closing date so that
accommodations can be made.
Thank you for your interest in DCDSB!
