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NATURE DU TRAVAIL

L’emploi d’agente ou agent de correction du langage et de l’audition comporte plus spécifiquement la mise en œuvre du plan de traitement et d’intervention déterminé par une ou un orthophoniste ou audiologiste, dans un but de prévention, dépistage, réadaptation ou rééducation des élèves qui présentent ou qui sont susceptibles de présenter des troubles de l’audition, du langage, de la parole ou de la voix.

QUELQUES ATTRIBUTIONS CARACTÉRISTIQUES

L’agente ou l’agent de correction du langage et de l’audition participe à la mise en application du service d’orthophonie ou d’audiologie tout en respectant les encadrements éducatifs et administratifs, tant au niveau des établissements que de la commission scolaire.

Elle ou il contribue à la planification, la réalisation ou la supervision des activités en vue de prévenir l’apparition de problèmes de communication ou de dépister les difficultés de communication, en complémentarité avec les autres intervenantes et intervenants impliqués.

Elle ou il participe avec l’équipe multidisciplinaire à l’élaboration et la révision du plan d’intervention de l’élève en y intégrant, s’il y a lieu, le plan de traitement et d’intervention en orthophonie ou en audiologie; elle ou il participe au choix des objectifs et des moyens d’intervention; elle ou il collabore avec les autres membres de l’équipe à la concertation, la coordination des interventions et l’évaluation de l’atteinte des objectifs.

Elle ou il intervient auprès des groupes classes ou des groupes d’élèves présentant des difficultés communes ou auprès d’élèves présentant des problématiques particulières afin de faciliter leurs apprentissages et leur insertion sociale.

Elle ou il conseille et soutient l’enseignante ou l’enseignant et lui explique la nature des difficultés de communication de l’élève de façon à ce qu’elle ou il puisse adapter son enseignement et le matériel éducatif utilisé; elle ou il l’informe de l’impact de ces difficultés sur les apprentissages et l’adaptation sociale de l’élève ou du groupe; elle ou il voit à l’élaboration et l’adaptation de matériel éducatif existant; elle ou il contribue au choix de moyens d’aide à la communication orale.

Elle ou il soutient et outille les membres de la famille et les autres intervenantes et intervenants scolaires; elle ou il fournit les conseils pertinents en vue de développer chez ces derniers des attitudes et des habiletés favorisant le développement de la communication de l’élève; elle ou il planifie, organise et anime des activités de formation, d’information et de sensibilisation concernant les difficultés de communication.

Elle ou il établit et maintient une collaboration et des liens avec les organismes partenaires; elle ou il communique avec les autres intervenantes et intervenants concernés pour obtenir ou fournir des avis et des renseignements; elle ou il peut diriger l’élève ou ses parents vers des ressources appropriées à la situation et aux besoins.

Elle ou il conseille le personnel d’encadrement, rédige des rapports d’évolution de situation et fait des recommandations appropriées pour soutenir la prise de décision.

Elle ou il prépare et assure la mise à jour des dossiers selon les normes propres à la profession et les règles définies par la commission scolaire; elle ou il rédige des notes évolutives ou des rapports d’évaluation d’étape, de fin de processus et de suivi de ses interventions.

QUALIFICATIONS REQUISES

Diplôme universitaire terminal dans un champ de spécialisation approprié, notamment : – orthophonie; – audiologie.

NATURE OF THE WORK

The position of speech and hearing correction officer encompasses, in particular, responsibility for implementing the treatment and intervention plan developed by a speech therapist or audiologist focussing on prevention, screening, rehabilitation or reeducation intended for students experiencing or likely to experience hearing, language, speech or voice problems.

SOME CHARACTERISTIC DUTIES

The speech and hearing correction officer participates in implementing a speech therapy and audiology service that meets the academic and administrative requirements of both the educational institutions and the school board.

He or she participates in the planning, delivery or supervision of activities designed to prevent the onset of communication problems or to detect communication disorders and to complement the activities of the other resources concerned.

He or she works with a multidisciplinary team to draw up and review a student’s individualized education plan by including the speech therapy or audiology treatment and intervention plan in the plan, if necessary; he or she participates in defining intervention objectives and means; he or she works with other team members to ensure concerted and coordinated interventions and assess the achievement of objectives.

He or she works with a class or group of students exhibiting common difficulties or specific problems so as to facilitate their learning and social integration.

He or she provides advice and support to the teacher and explains to him or her the nature of the student’s communication problems so that he or she may adapt his or her teaching and the instructional materials used; he or she informs the teacher of the effect of the difficulties on the student’s or group’s learning and social adaptation; he or she ensures the development and adaptation of existing learning materials; he or she participates in choosing oral communication aids.

He or she provides support and the necessary tools to family members and school resources as well as pertinent advice so as to enable the latter to develop attitudes and skills fostering the development of the student’s communication skills. He or she plans, organizes and conducts training, information and awareness-building activities related to communication problems.

He or she establishes and maintains collaboration and relationships with partner organizations; he or she contacts the other resources concerned to obtain or provide advice and information; he or she may refer the student or his or her parents to resources appropriate to the situation and needs.

He or she advises management staff, prepares progress reports and makes appropriate recommendations to support decision making.

He or she prepares and updates files according to the rules defined by the school board; he or she prepares progress notes or reports as well as end-of-process and follow-up reports on his or her interventions.

QUALIFICATIONS REQUIRED

A bachelor’s degree in an appropriate specialty, notably:

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