QUALIFICATIONS

• Master’s Degree or Bachelor Degree in Occupational Therapy and/or Physiotherapy;
• Must be a licensed, registered member of the College of Physiotherapists of Ontario (CPO) or the College of Occupational Therapists of Ontario (COTO).
• Experience working with clients with multiple disabilities.
• Experience with school age children preferred.
• Familiarity with related legislation and regulations and policies and procedures of the Toronto District School Board.
• Excellent oral and written communication skills.
• Proficient computer skills.
• Ability to work collaboratively with students, school personnel, parents and members of multi-disciplinary teams within a number of school settings.
• Understanding of the Education Act as it pertains to the identification and placement of exceptional learners; and
• Demonstrated commitment to an environment which promotes equitable practices and values diversity.

SPECIAL REQUIREMENTS

• Provision of own vehicle for Board Business; requires valid Ontario driver’s licence
• Requires regular travel

OVERALL PURPOSE

The Occupational Therapists and/or Physiotherapists will provide OT/PT services for students with multiple disabilities, working in a variety of settings district wide and on specialized teams.
Reporting to Manager, Occupational Therapy/Physiotherapy Service, the Occupational Therapist and/or Physiotherapist will provide consultation to educational personnel as a member of a multidisciplinary team.

SUMMARY OF DUTIES

• Provide pre- and post-referral consultation, assessment, programming and resources for students referred for physical health and functional management.
• Provide services that will enhance the ability of the individual student or group of students with physical and developmental disabilities to successfully access their curriculum through a tiered services’ approach/model.
• Provide consultation to school administrators and classroom staff to suggest strategies, support and program modifications.
• Provide classroom-based collaborative programming for students in Special Education programs.
• Participate on school support teams, contribute to educational planning for students with physical-health /functional /sensory/self-regulation and social needs.
• Provide support and/or participate on the Identification, Placement and Review Committee (I.P.R.C.) and/or Special Education, Placement, and Review Committee (S.E.P.R.C).
• Provide written reports and documentation that summarize therapist involvement and support via the tiered services’ model in a timely manner.
• Maintain confidential files and records reflective of services provided through the tiered services’ model in accordance with professional standards.
• Provide report and feedback on assessment results and recommendations.
• Provide ongoing support to parents in physical management, feeding, equipment needs and home management (lifting, bathing, etc.).
• Facilitate communication and collaboration with home, school and other support services within and outside of TDSB.
• Provide home visit and attend medical and/or rehabilitative clinics depending on the student and family needs.
• Participate with other school and departmental committees, practice teams, and services in developing and presenting professional development within and outside TDSB; and
• Other duties as assigned by the Manager of Occupational Therapy and Physiotherapy Services.

Program Specific Provisions and Responsibilities – Transition Navigator – Experiential Learning

• Support identity-affirming, anti-ableist transition planning for students with special education needs and/or disabilities as they move from secondary school to post-secondary education, employment, and community living, and into/between schools, as required.
• Provide outreach to students and families, and build staff capacity through professional learning on inclusive, evidence-informed transition practices.
• Demonstrate familiarity with ABA methodologies and relevant TDSB and Ministry of Education initiatives, including PPM 140 (Incorporating Methods of Applied Behaviour Analysis for Students with ASD) and PPM 156 (Supporting Transitions for Students with Special Education Needs).
• Collaborate with post-secondary institutions/agencies to enhance awareness of student needs and available accommodations; develop and share related resources with students and families.
• Strengthen partnerships with Ministry of Children, Community and Social Services (MCCSS) agencies (e.g., Developmental Services Ontario), employers, and community organizations to support coordinated transition pathways.
• Facilitate access to experiential learning, job readiness, and co-operative education opportunities for students with disabilities and/or special education needs.
• Organize and support transition-focused events at the school and system level (e.g., transition nights, post-secondary and graduation fairs).
• Apply therapeutic strategies (e.g., life skills instruction, TTC training, assistive technology) to support individualized transition goals.
• Develop tools, strategies, and professional development that sustainably embeds life skill development and transition planning into curriculum and classroom practice.
• Identify gaps in current transition practices using data (e.g., surveys), and support continuous improvement and system-wide sustainability of effective transition supports