INCLUSIVE EDUCATION TEACHER (B.A.S.E.S.)

INCLUSIVE EDUCATION TEACHER BUILDING ACADEMIC, SOCIAL AND EMPLOYMENT SKILLS (B.A.S.E.S.)

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The B.A.S.E.S. classroom will serve learners who have been identified as having developmental disabilities inclusive of the following categories: mild intellectual disability (K) or moderate to severe profound intellectual disability (C), that is sometimes concomitant with physical disability & chronic health (D), autism (G), or being physically dependent/having multiple needs (A). Inclusive Education teachers in this area are committed to inclusion and consult with school-based, district and community partners and parent/guardians to:

Key responsibilities of a B.A.S.E.S. teacher include:

a) offering support to learners assigned to this service;

b) coordinating and preparing Individual Education Plans (IEPs);

c) identifying, developing and sourcing individualized materials;

d) providing direct curriculum-based instructional support for learners assigned to the program (Instruction may occur on a
    pull-out basis or in the regular classroom setting.);

e) evaluating and reporting student progress;

f) preparing learners for work experience and placing learners in work settings appropriate to their ability and interests,
   in consultation with the Career Education Facilitator in the school;

g) consulting, in a collaborative model, with students' teachers and other school staff regarding their students where
    appropriate;

h) understanding and interpreting for others, District and Ministry criteria for assignment of learners to programs;

i) participating in the school-based placement process in B.A.S.E.S.;

j) interpreting each learner's diagnostic profile and its implications;

k) providing information to staff/parents/guardians regarding the role of the Education Assistant (EA) / Applied Behaviour
    Analysis Support Worker (ABA SW);

l) providing instructional direction to Education Assistants (EA) / Applied Behaviour Analysis Support Workers (ABA SW);

m) working to build a collaborative team to support student needs, within the context of the B.A.S.E.S. program;

n) modelling and providing information regarding inclusive teaching/learning practices.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) valid B.C. Teaching Certificate;

b) minimum three years satisfactory teaching experience;

c) completion of a Diploma in Inclusive/Special Education or equivalent with emphases on developmental disabilities
    (low incidence).

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) satisfactory teaching experience of students with intellectual disabilities;

b) participation in workshops/conferences/coursework regarding emerging trends in Inclusive Education;

c) completion of Diploma or Master's degree in Inclusive/Special Education or equivalent.

4. REPORTING STRUCTURE

The personnel in this position are accountable to the principal of the school to which they are assigned.

Revised May 2021