Special Education Staff

Special Education Staff Staff Qualifications

Teachers of ​exceptional students

Teachers for Resource-Withdrawal Programs

OTC, Special Education Part 1 (minimum)

Teachers-Self-Contained Classes Elementary

OTC, Special Education Part 1 (minimum)

 Teachers for LifeSkills Classes Secondary

OTC, Special Education Part 1 (minimum)

Other Special Education Teachers

Itinerant teachers

OTC, Special Education Part 1 (minimum)

Coordinators

OTC, Special Education Part 1 (minimum)

Consultants

OTC, Special Education Part 1 (minimum)

Department Heads (Secondary)

OTC, Special Education Part 1 (minimum)

Educational Assistants in Special Education

Educational Assistants

Recognized College Certification or Equivalent Specialty Training

Other Professional Resource Staff

Psycho-Educational Consultants

Defined by College of Psychologists of Ontario

Speech-Language Pathologists

Defined by College of Audiologists & Speech-Language Pathologists of Ontario

Communicative Disorders Assistants (CDA)

 Defined by College of Audiologists & Speech-Language Pathologists of Ontario

Audiologists

Services contracted

Occupational therapists

 

Physiotherapists

 

Child & Youth Workers

 CYC Diploma

Social Workers

 Masters of Social Work

Mental Health Leader

Graduate Degree in Counselling, Social Work, Psychology and/or Psychiatry

Behaviour Analysts

Post Graduate Program in Autism, Behavioural Science or Psychology; Recognized ABA Training

 

 

Paraprofessional Resource Staff

Orientation and mobility personnel

Community College Certificate

Oral Interpreters (for deaf students)

 

Sign interpreters (for deaf students)

Community College Certificate

Transcribers (for blind students)

Community College Certificate

Interveners (for deaf-blind students)

 

Auditory-verbal therapists

 

Two itinerant teachers of deaf and hard of hearing are certified in Auditory Verbal Intervention (AVI).

The Halton Catholic District School Board Special Education Services continues to recognize the impact of building teacher and staff capacity in schools on student learning.  The support structure of the HCDSB supports the implementation of an instructional coaching model, a design intended to support effective teaching and learning in our schools.

HCDSB