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L’emploi d’agente ou agent de réadaptation comporte plus spécifiquement le dépistage, l’aide et l’accompagnement des élèves qui présentent ou qui sont susceptibles de présenter des difficultés d’adaptation, dans le but de rétablir et de développer les capacités adaptatives de l’élève, de favoriser une adaptation optimale en interaction avec son environnement et de développer son autonomie, ainsi qu’un rôle conseil et de soutien auprès des intervenantes et intervenants scolaires et des parents.


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

Elle ou il contribue au dépistage et à la reconnaissance des élèves vivant des difficultés, et ce, dans une optique de prévention et d’intervention; elle ou il planifie et effectue des entrevues, procède à des observations, recueille auprès des intervenantes et intervenants scolaires ou externes ou des parents des renseignements pertinents et analyse les données afin d’identifier la nature de la problématique.

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, son plan d’action; 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 et la coordination des interventions et à l’évaluation de l’atteinte des objectifs.

Elle ou il participe avec les enseignantes et enseignants à l’élaboration et la mise en œuvre de stratégies et de projets visant à aider les élèves qui présentent ou qui sont susceptibles de présenter des difficultés d’adaptation.

Elle ou il accompagne et conseille les autres intervenantes et intervenants scolaires et les parents d’élèves en difficulté d’adaptation; elle ou il leur propose des stratégies pour intervenir auprès de ces élèves et les guide dans le choix d’attitudes et d’approches pour favoriser le développement de comportements sociaux souhaitables et de compétences adaptatives; elle ou il planifie, organise et anime des activités de formation.

Elle ou il planifie, organise et anime, en collaboration avec d’autres intervenantes et intervenants scolaires ou externes, des activités auprès de groupes classes ou des groupes d’élèves présentant des difficultés communes ou des problématiques particulières.

Elle ou il conçoit, adapte ou élabore du matériel en fonction des besoins et des capacités des élèves présentant des difficultés d’adaptation.

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

Elle ou il conseille et soutient les intervenantes et intervenants scolaires en matière d’intégration d’élèves en classe ordinaire; elle ou il leur propose des moyens d’intervention ou des activités appropriées à la situation de l’élève.

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 peut être appelé à intervenir pour aider à désamorcer des situations de crise ou d’urgence et proposer des pistes de solution.


Diplôme universitaire terminal de premier cycle dans un champ de spécialisation approprié, notamment en psychoéducation.


The position of readaptation officer encompasses, in particular, responsibility for screening and providing assistance and guidance to students experiencing or likely to experience social maladjustments in order to restore and develop the student’s adaptive skills, foster optimal adaptation in interaction with his or her environment, develop his or her autonomy and provide advice and support to school resources and parents.


The readaptation officer participates in implementing a psychoeducational service that meets the academic and administrative requirements of both the educational institutions and the school board.

He or she contributes to the screening and identification of students experiencing problems, using an approach focussing on prevention and intervention; he or she plans and conducts interviews, makes observations, gathers pertinent information from school or external resources or parents and analyzes data in order to determine the nature of the problem.

He or she works with a multidisciplinary team to draw up and review a student’s individualized education plan by including his or her action 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 teachers to develop and implement strategies and projects aimed at helping students who are experiencing or who are likely to experience social maladjustments.

He or she provides guidance and advice to other school resources and to parents of students with social maladjustments; he or she recommends strategies for working with the students and guides them in adopting attitudes and approaches focussing on the development of desirable social behaviours and coping skills; he or she plans, organizes and conducts training activities.

He or she plans, organizes and conducts, in conjunction with school or external resources, activities with classes or groups of students experiencing common difficulties or specific problems.

He or she develops, adapts or prepares materials based on the needs and abilities of students experiencing social maladjustments.

He or she advises management staff, prepares expertise, progress and end-of-process reports and formulates appropriate recommendations to support decision making.

He or she provides advice and support to school resources in matters pertaining to the integration of students into regular classes and proposes appropriate intervention means or activities for students.

He or she establishes and maintains relationships and collaboration with partner organizations; he or she contacts the other resources concerned to obtain or give 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 may be called upon to help defuse crisis or emergency situations and to propose solutions.


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

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