INCLUSIVE EDUCATION HELPING TEACHER ?(LOW INCIDENCE ELEMENTARY)
INCLUSIVE EDUCATION HELPING TEACHER (LOW INCIDENCE ELEMENTARY)
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 Elementary) provides leadership in the provision of services for learners with diverse abilities and disabilities. The Inclusive Education Helping Teacher (Low Incidence Elementary), 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) 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., websites, 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 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 students with low incidence designations;
i) supporting educational teams when facilitating transitions for 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/guardians regarding District and Provincial
programs;
m) consulting in the referral and placement process;
n) working as a team with other Helping Teachers;
o) 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;
p) supporting school-based staff with assessment and evaluation including Level B assessments.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) completed graduate coursework in teaching students with diverse abilities or disabilities;
b) five years of school-based teaching which includes a minimum of two years' classroom experience and two years in a role
working with students who have diverse abilities or disabilities;
c) elementary teaching experience;
d) valid BC teaching certificate.
3. PREFERRED QUALIFICATIONS/EXPERIENCE
a) a Master Degree in Inclusive or inclusive education or a related field, or enrolment in and progress toward the completion of
such a degree with emphasis on the education of students with diverse abilities or disabilities;
b) teaching experience which includes Inclusive Education experience with students with diverse abilities or disabilities.
4. REPORTING STRUCTURE
The Inclusive Education Helping Teacher – Low Incidence Elementary is accountable in the execution of the assigned duties to the Director of Instruction, Student Support or designate.
Revised May 2021
