NOTICE NO. 123-130
POSTING: 2026-05-27
SPECIAL EDUCATION TECHNICIAN - REGIONAL PROGRAMS - MULTIPLE POSTINGS
The following positions would be available for the start of the 2026-2027 school year:
Status (Regular / Temporary Special Project)
Structured learning environment in a small-group setting focused on foundational literacy and numeracy skills while meeting MEQ Cycle 2 requirements. Emphasis on increasing student self-confidence through evidence-based programs and interventions. Supports Cycle 2 elementary students with significant learning delays, learning disabilities and/or language difficulties. Must be bilingual. Assets include experience with language-based learning difficulties, assistive technology, and willingness to learn best practices. Close collaboration with Complementary Services professionals.
Self-contained class for elementary students who could present with low adaptive skills, severe behaviours, psychopathology, autism, behavioural problems, and/or learning difficulties. Students may be physically and verbally aggressive. Must be bilingual. Requires adaptability, teamwork, initiative, Non-violent crisis intervention training (CPI), attachment theory understanding, and relevant experience. Close collaboration with Complementary Services professionals.
Heritage Regional High School
Students with complex mental health and behavioural difficulties. Must be bilingual. Assets include teamwork, initiative, adaptability, , attachment theory understanding, Non-violent crisis intervention training (CPI) and experience with similar profiles/programs. Close collaboration with Complementary Services professionals.
Self-contained class for elementary students with low adaptive skills (physical and psychological), mental health diagnoses, autism, behavioural problems, and/or learning difficulties. Students may be physically and verbally aggressive. Must be bilingual. Requires ability to adapt quickly, collaborate, and take initiative. Requirements include Non-violent crisis intervention training (CPI), attachment theory understanding, and experience with similar student profiles or programs. Close collaboration with Complementary Services professionals.
Self-contained class for elementary students with low adaptive skills, severe behaviours, psychopathology, autism, behavioural problems, and/or learning difficulties. Students may be physically and verbally aggressive. Must be bilingual. Requires adaptability, teamwork, initiative,Non-violent crisis intervention training (CPI) , attachment theory understanding, and relevant experience. Close collaboration with Complementary Services professionals.
Temporary Full-Time – Special Project
This specialized class will be welcoming students from 6 to 8 years old (Maximum of 8 students). Majority of students admitted to this class have a diagnosis or hypothesis of Autism (Level 2 or 3), low adaptive skills and language delays. Students will follow the Quebec Education Program (grade one) which will be tailored to each child's individual needs. Some students require support for everyday living skills (i.e. toilet training). SETs who are interested in this position must have a desire for strong collaboration with members of a multidisciplinary team.
Temporary Full-Time – Special Project
Special project classroom program. Cycle 3 group is supported by one classroom teacher, one special education technician and an attendant, allowing for a highly structured, individualized, and supportive learning environment. Instruction focuses on modified curriculum expectations in all subjects and functional life skills, based on each student’s abilities and individualized education plan (IEP). Close collaboration with Complementary Services professionals.
Temporary Full-Time – Special Project
STREAM classroom program. Specialized educational initiative designed to support students with social, emotional and behavioral challenges. Elementary students are sleected to receive targeted intervention for academics and behavior. Must be bilingual. Non-Violent Crisis Intervention training (CPI) is required.
NATURE OF WORK:
Working with a multidisciplinary team to apply special education techniques and methods, in keeping with an individualized education plan intended for handicapped students or students with social maladjustments or learning difficulties, or in keeping with a program designed for students requiring specific support, under the direction of the school principals.
DESCRIPTION OF TASKS:
§To work as part of a multi-disciplinary team in applying special education techniques and methods in therapeutic programs for students experiencing learning disabilities and behavioral difficulties.
§Work collaboratively with teachers to review, modify and develop I.E.P. under the supervision of the Principal.
§Support students in their academic program as detailed in the student’s I.E.P.
§Develop appropriate programs for each student to be included in the I.E.P. Programs and/or strategies.
§Collaborate with parents in the implementation of recommendations contained in the I.E.P.
§Apply, adapt and organize activities at lunch and recess that will allow for students with special needs to be integrated and participate in the activities with other students.
§Prepare progress reports on the students.
§Participate in discussions and keep accurate files on the students.
§Support and help with the implementation of school wide programs.
§Collaborate with community services that can provide support to the school, students and/or the parents.
§Provide support to the staff by keeping them aware of pertinent information regarding students with whom they are working, as well as suggesting strategies for teachers, daycare and lunch hour supervisors.
§Work with others to organize and supervise on the-job-training for students with special needs.
§Train and support less experienced technicians and coordinate work of support staff in the implementation of programs he/she is responsible for.
§If need be, perform any other related duty.
QUALIFICATIONS:
Hold a diploma of College studies in special care counselling or a diploma or an attestation of studies recognized as equivalent by the competent authority.
OTHER QUALIFICATION:
Hold a certificate dated no more than three (3) years attesting to the successful completion of a standard first aid course of minimum eight (8) hour duration or a refresher course of a minimum six (6) hour duration updating skills acquired in the course mentioned above.
SALARY: Step 1: $28.40 to Step 12: $40.88, according to qualifications and experience.
APPLICATIONS MUST BE SUBMITTED BEFORE 4:00PM ON JUNE 5, 2026 THROUGH ATLAS WORKLAND.
Riverside School Board thanks all applicants for their interest but will only contact those selected.
Riverside School Board encourages applications from women, members of visible and ethnic minorities, Indigenous people, and people with disabilities.
