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1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL

British Columbia promotes an inclusive education system in which students with diverse abilities and disabilities are fully participating members of a community of learners.  Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs.  The practice of inclusion goes beyond a student's placement within the classroom, and includes meaningful participation and the promotion of interaction with peers.

Teachers in the field will need:

a)  to be committed to inclusion;

b) to participate in ongoing professional development/in-service (including in-service as required by Student Support) in both
    regular and special/inclusive education;

c) to be knowledgeable of current curriculum goals and instructional practices; 

d) to be knowledgeable of inclusive education practices;

e) to have the ability to cope with ambiguity, rapidly changing demands, and the ability to prioritize workload;

f) to communicate effectively with other professionals, support personnel, community agencies and parents/guardians.

Key responsibilities of the Integration Support Teacher:

The Integration Support Teacher will participate as a member of a collaborative team, to develop, monitor, and review each student's educational program.  Specifically, this involves the following:

a) consulting and collaborating with members of the educational team (e.g., district staff, parents/guardians, community partners
    [e.g., Ministry of Health, Ministry of Child & Family Development], and the student, as appropriate) to:

i. assist Teachers, Education Assistants (EA) / Applied Behaviour Analysis Support Workers (ABA SW) to create an
   inclusive environment and support learners with low incidence Ministry of Education designations;

ii. develop and implement inclusive practices and various support plans including, but not limited to, Individual Education
    Plans (IEP), Positive Behaviour Support Plans (PBS), and consult on Employee Safety Plans; 

iii. interpret and share with others information related to the learner's diverse abilities or disabilities and their implications
    on the student's education;

iv. identify and order materials and equipment required for the student's program.

b) coordinating, facilitating, and chairing Integrated Case Management (ICM) meetings for students with low incidence
    designations;

c) facilitating transitions from preschool to kindergarten, and elementary to secondary school;

d) modelling, demonstrating, co-teaching, and/or training school-based staff and/or Educational Assistants (EA) / Applied
    Behaviour Analysis Support Workers (ABA SW) in inclusive practices and targeted strategies based on the IEP goals and
    needs of the students;

e) providing educational instruction and support to students with low incidence Ministry of Education designations around
    targeted strategies for behavioural, community and social skills based on the IEP goals and needs of the students as
    appropriate;

f) participating in the yearly placement review process as needed;

g) providing the classroom teacher with information regarding the role of Education Assistants (EA) and Applied Behaviour
    Analysis Support Workers (ABA SW) and the implementation of strategies for students;

h) providing/arranging in-service regarding effective inclusive practices;

i) participating as a member of an interdisciplinary problem-solving team, an integrated case-management team, and a
   school-based team where they would provide or are anticipated to provide direct educational service to a particular student or
  as determined by an administrative officer;

j) collaborating with classroom teachers to create strategies and supports for students with low incidence Ministry of Education
   designations;

k) case managing students with low incidence Ministry of Education designations. This includes: coordinating and writing IEPs;
    collaborating with the administration on the scheduling of Educational Assistants (EA) and Applied Behaviour Analysis
    Support Workers (ABA SW); and referring students expected to receive low incidence designations to Student Support for
    designations and/or services;

l) engaging in observation, as well as, collection and interpretation of data;

m) assisting and training support staff in data collection and analysis as appropriate;

n) providing support through assessment and evaluation including Level B assessments for students with low incidence
    designations as appropriate.  

Because Integration Support Teachers work as part of a collaborative team where a variety of unique expertise is represented and shared, special areas of training and experience will be required. Ongoing training will be provided in the areas of autism, developmental disabilities, physical disabilities, complex learners, behaviour management.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) valid B.C. Teaching Certificate;

b) completion of a Diploma in Inclusive/inclusive education or equivalent;

c) minimum of three years satisfactory teaching experience in an inclusive education environment.

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) Masters in Inclusive/inclusive education or equivalent with emphasis on supporting learners with diverse abilities or
    disabilities.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are based and the District Principal-Student Support.

Revised June 2021