Overview
Department: Entry To School (ETS)
Location: Toronto
Job Type & Duration: Full Time, Permanent
Hours: 37.5 hours/week
Salary: $60,000
Number of Positions: 1
Published: July 2025
About SAAAC Autism Centre
The SAAAC Autism Centre is a Toronto based charity whose mission is to make autism services equitable for all Canadians. The Centre provides culturally responsive autism services targeting culturally and linguistically diverse families. Using a multi-disciplinary approach, our Centre offers a dynamic range of services that support the development of individuals on the autism spectrum at all life stages, along with their caregivers.
Your Role on Our Team
The SAAAC Autism Centre is hiring a transition facilitator for the Entry to School (ETS) program, which provides six months of support for families with children ages 3-5 years who will be entering school for the first time. The children will receive support in a group-based program which focuses on school-readiness skills needed prior to entering school and will receive transitional support in addition to consultation from specific professionals. The ETS program is delivered in partnership with the Toronto Autism Services Network.
Reporting to the ETS manager, the transition facilitator will liaise with service providers to gather information and resources to develop and disseminate individualized transition support plans to support successful transitions to school. The transition facilitator will work with a multidisciplinary team of professionals and directly support daily classroom staff.

Main Responsibilities

• Develops, gathers, organizes, and disseminates comprehensive, client-focused Transition Support Plan that includes:
• Individualized packages that identify needs and priorities for a successful transition to school and/or related services.
• Custom resources, visuals, tools, and links that can be used by receiving classroom staff to support a successful entry to school transition.
• Liaise with service providers to gather information, resources, and reports for sharing in transition packages.
• Conduct observations of children during 6-month skill building services. Able to assess and make recommendations that are clear, concise and accurate based on client progress.
• Act as the main contact for school board staff of ETS skill building services for any information sharing requests from the school board. Able to build positive and productive relationships.
• Provide information as requested to ETS staff and family/caregivers on the school system and range of placement options in a timely and effective manner.
• As requested by a school board, attend school board related meetings, or receive classroom visits to support student entry to school transitions.
• Understanding and adherence to partnership processes and standards of practice (board and agency).
• Provide accurate, timely and concise agency specific service tracking, service hour data as per agency requirements.
• Assist in classroom setting where required.
• Collaboratively work within a multidisciplinary team
• Support the ETS team with the implementation of the language curriculum developed by the transition facilitators.

Organizational Responsibilities (SAAAC)

The September to March ETS cohort typically has 25% of the enrolment of a full March to September cohort. 75% of the ETS staff are reassigned to other programs for the September to March period. During this time, the transition facilitators are expected to support other SAAAC programs such as school advocacy, community outreach and ongoing program development within ETS itself. These duties may include:

• Support elementary school age clients in any SAAAC program that may require support navigating the school system. This can include meetings with parents, meetings initiated by the school such as SSTs or IPRC meetings.
• Attend opportunities for outreach within school communities such as open house events, parent-teacher interviews, curriculum evenings and resource fairs.
• Support parents and caregivers through groups and workshops as needed regarding all school-related matters.

Minimum Qualifications

• A related post-secondary degree/diploma in a relevant field.
• Minimum 3 years’ experience working in the areas of Autism, Special Education and/or Early Childhood Education.
• Knowledge and understanding of Autism, dual diagnosis, and child developmental milestones.
• In-depth knowledge of and an awareness of special education policies and procedures.
• Knowledge of local public school board systems and special education offerings.
• Demonstrated knowledge of school readiness skills.
• Knowledge of transition planning.
• Demonstrated high organizational skills to support assigned caseloads.
• Crisis intervention training is an asset.
• Excellent written and oral communication skills, including strong proficiency in MS Office Suites and online communication platforms.
• Excellent organizational and time management skills.
• Demonstrated ability to work independently and/or in group settings.
• An understanding of the concepts of institutional and structural racism and bias and their impact on underserved and underrepresented communities within the context of social decision-making when working with clients and their families.
• An understanding of how diversity, equity and inclusion play a role within the workplace and community.
• Second language is an asset.
• Vulnerable Sector Screening
• Must be vaccinated against COVID-19 (3 doses) or have received an exemption from the organizations policy.

Working Conditions

• Classroom setting
• School setting
• Must have the ability to wear a mask and shield throughout their shift if needed.
• Must have valid driver’s license and access to vehicle to travel between locations.

The SAAAC Autism Centre welcomes and encourages applications from individuals with disabilities. We are committed to providing accommodations upon request to candidates participating in all stages of the selection process. If you require accommodation, please contact Sandrine Theva at hr@saaac.org

Main Responsibilities

• Develops, gathers, organizes, and disseminates comprehensive, client-focused Transition Support Plan that includes:
• Individualized packages that identify needs and priorities for a successful transition to school and/or related services.
• Custom resources, visuals, tools, and links that can be used by receiving classroom staff to support a successful entry to school transition.
• Liaise with service providers to gather information, resources, and reports for sharing in transition packages.
• Conduct observations of children during 6-month skill building services. Able to assess and make recommendations that are clear, concise and accurate based on client progress.
• Act as the main contact for school board staff of ETS skill building services for any information sharing requests from the school board. Able to build positive and productive relationships.
• Provide information as requested to ETS staff and family/caregivers on the school system and range of placement options in a timely and effective manner.
• As requested by a school board, attend school board related meetings, or receive classroom visits to support student entry to school transitions.
• Understanding and adherence to partnership processes and standards of practice (board and agency).
• Provide accurate, timely and concise agency specific service tracking, service hour data as per agency requirements.
• Assist in classroom setting where required.
• Collaboratively work within a multidisciplinary team
• Support the ETS team with the implementation of the language curriculum developed by the transition facilitators

The September to March ETS cohort typically has 25% of the enrolment of a full March to September cohort. 75% of the ETS staff are reassigned to other programs for the September to March period. During this time, the transition facilitators are expected to support other SAAAC programs such as school advocacy, community outreach and ongoing program development within ETS itself. These duties may include:

• Support elementary school age clients in any SAAAC program that may require support navigating the school system. This can include meetings with parents, meetings initiated by the school such as SSTs or IPRC meetings.
• Attend opportunities for outreach within school communities such as open house events, parent-teacher interviews, curriculum evenings and resource fairs.
• Support parents and caregivers through groups and workshops as needed regarding all school-related matters