INCLUSIVE EDUCATION HELPING TEACHER (LOW INCIDENCE SECONDARY)
INCLUSIVE EDUCATION HELPING TEACHER (LOW INCIDENCE SECONDARY)
1. DESCRIPTION OF DELIVERY MODEL
The Surrey School District supports and promotes inclusion for all learners in the most enabling environment within their school community.
The Inclusive Education Helping Teacher (Low Incidence Secondary) supports and promotes inclusion for all students in the most enabling environment within their school community. The Inclusive Education Helping Teacher (Low Incidence Secondary) provides leadership in the provision of services for learners with diverse abilities and disabilities. The Inclusive Education Helping Teacher (Low Incidence Secondary), in consultation with the Director of Instruction - Student Support or designate, will work with teachers, administrators, and other district personnel and parents/guardians to provide support for learners.
Key responsibilities of the Inclusive Education Helping Teacher (Low Incidence Secondary) include:
a) maintaining a current knowledge base of evidence-based/promising practices in learning and behavioral theory, Ministry of
Education programs and services, and early intervention of programming for children with diverse abilities or disabilities;
b) maintaining a current knowledge of issues and trends in inclusive education and research developments in the fields of
inclusive education;
c) facilitating and providing district in-service and staff training and development for paraprofessionals, teachers,
principals/vice principals;
d) identifying and requesting relevant learning resources (e.g., Web sites, instructional materials, readings, articles, books,
lesson/unit plans, and assessment tools);
e) partnering with and representing the district in relation to various provincial level resources including the Ministries of Health,
Child & Family Development, and Education, as well as Provincial Outreach Programs and other community partners, to
maintain current knowledge of issues, trends, and evidence-based interventions, and promote inclusion for students with
diverse abilities and disabilities;
f) sharing program information with parents/guardians, outside agencies and groups;
g) collaborating with the Classroom Teacher and/or IST and/or Educational Assistants (EA) / Applied Behaviour Analysis
Support Workers (ABA SW) to apply principles of universal design for learning, and to design or implement curricular content
revisions, differentiated instructional strategies/materials, or the environment to facilitate learning;
h) participating as a member of an interdisciplinary problem-solving team, a school-based team, an integrated case-
management team, and related meetings when supporting a specific elementary student with low incidence designations;
i) supporting educational teams when facilitating transitions for students when supporting students with low incidence
designations;
j) assisting with pre-referral interventions and working closely with school-based teachers to plan for and organize support for
students with diverse abilities or disabilities;
k) promoting and supporting innovations in evidence-based/promising practices in inclusive education (e.g., student
independence and self-direction, positive behaviour support);
l) communicating with teachers, administrators, other district personnel, and parents regarding District and Provincial programs;
m) consulting in the referral and placement process;
n) coordinating with school teams for IEP development for students with low incidence Ministry of Education designations;
o) consulting with outside agencies and secondary teams to facilitate successful transition to adult community services;
p) working as a team with other Helping Teachers;
q) demonstrating, co-teaching, and/or training school-based teachers and/or Educational Assistants (EA)/Applied Behaviour
Analysis Support Workers (ABA SW) in strategies that would help a student become more independent within the classroom;
r) supporting school-based staff with assessment and evaluation including Level B assessments for students.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) completed graduate course work in teaching students with developmental disabilities;
b) five years of school-based teaching which includes a minimum of two years classroom experience and two years working
with students who have complex needs;
c) secondary teaching experience;
d) valid B.C. Teaching Certificate.
3. PREFERRED QUALIFICATIONS/EXPERIENCE.
a) a Master's Degree in Inclusive/inclusive education or a related field, or enrolment and progress toward the completion of such
a degree with emphasis on the education of students diverse abilities or disabilities;
b) teaching experience which includes Inclusive Education experience with students with complex needs.
4. REPORTING STRUCTURE
The Inclusive Education Helping Teacher – Secondary is accountable in the execution of the assigned duties to a Director of Instruction, Student Support or designate.
Revised May 2021
