Autism Specialist Teacher

South Shore Regional Centre for Education

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

Positio

Position:                     Autism Teacher Specialist - Term - 08/01/2025 - 07/31/2026

Reports to:                 Coordinator of Student Services

Employee group:       NSTU

Scope of Responsibilities:

The Autism Teacher Specialist is responsible for providing support to students diagnosed with Autism Spectrum Disorder (ASD) and other complex cases within the South Shore Regional Centre of Education. The Autism Teacher Specialist will work under the direction of the SSRCE Student Services Team. They will work collaboratively with school-based teams and program planning teams. They will work within the Inclusive Education Policy framework by participating in individualized program planning with school staff and families to maximize learning experiences for students with ASD and complex cases. This position could be assigned to do intensive periods of time at multiple schools in a year.  This determination would depend on the needs of the students and the school(s).

Qualifications:

• A Masters Degree or equivalent in the area of Special Education, Autism Spectrum Disorder, Diverse Learners, or Inclusive Education
• Recent training and experience in evidence based approaches in programming and intervention for students with ASD
• A minimum of 5 years’ experience working in school settings with children and youth diagnosed with ASD and other complex needs
• Experience programming and working with students at all grade levels
• Experience supporting teachers in programming and implementation across all grade levels

Characteristics:

• Current knowledge of ASD, the impact on learning, communication and social engagement throughout the lifespan
• Have taken or willing to take the ASD online course ASD and Behavioral Interventions: An Introduction for School Personnel
• The ability to apply training and experience to develop and implement individualized intervention programs and teaching strategies based on the individual needs of students with ASD and complex needs
• Ability to demonstrate teaching strategies and coach school staff as needed
• Experience in planning and developing training and professional learning opportunities related to ASD and complex needs
• Preference will be given to individuals with experience/training in:

• • TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) program,
  • Applied Behavioural Analysis,
  • STAR program (Strategies for Teaching based on Autism Research),
  • PECS (Picture Exchange Communication System),
  • TTAP (TEACCH Transition Assessment Profile) tool and FACTER (Functional Assessment and Curriculum for Teaching Everyday Routines),
  • PEERS (program for the Evaluation and enrichment of Relational Skills),
  • ABLLS (The Assessment of Basic Language Learning Skills) and underlying principles.
  • Zones of Regulation
  • Interoception
  • Ziggurat Model

• An interest in continuing education and professional development in MTSS, Inclusive Education and ASD
• BCBA certification or willingness to pursue training is considered an asset
• Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures and the rights and responsibilities of parents, students, teachers and schools as they relate to individuals with special needs
• Excellent communication (written and oral and electronic), problem solving and interpersonal skills
• Ability to collaborate with school and inter-agency teams to support early intervention strategies, coordination of services, problem solving and program planning.
• Proven ability to work as a contributing member of school program planning and multidisciplinary teams,
• Ability to apply knowledge, experience and commitment in the areas of culturally responsive pedagogy.
• Current knowledge of developmental trauma, the impact on learning, communication and social engagement throughout the lifespan
• An interest and willingness to engage in continuing education and professional development
• Ability to apply training and experience to develop, implement, and monitor individualized programs and teaching strategies based on the individual needs of students
• Ability to employ non-violent crisis intervention techniques
• Ability to demonstrate teaching strategies and coach school staff as needed
• Ability to maintain and promote confidentiality as the norm.
• Experience in planning and developing training and professional learning opportunities related to students with behaviors of concern  

Task Dimensions:

• Guide the development, implementation and monitoring of behavior management plans and/or alternative education arrangements for students with behavioral challenges.
• Direct teaching of appropriate behaviors to students on behavior management plans
• Support school wide implementation of evidence-based school wide behavior programs and individualized behavior supports at Tier 1,2, and 3.
• Liaison with parents, educators and outside agencies to support students with behavioral needs
• Deliver training for parents and school staff in behavior management techniques and strategies for successful transition to all school settings
• Applies knowledge, experience, and commitment to ensure culturally responsive instruction and assessment of students.

• Complies with the Occupational Health and Safety Act.

• Performs other related duties as required.

BACKGROUND/SECURITY CHECKS:

The South Shore Regional Centre for Education requires all newly hired employees to provide a satisfactory Criminal Record / Vulnerable Sector Check and a Nova Scotia Child Abuse Register Check. We will accept checks completed within the last 3 months. 

Thank you for your interest in the South Shore Regional Centre for Education, however, only those shortlisted for an interview will be contacted.