Accessibility: HCOS Commitment and Approach

Reports

Our To

Commitment to Accessibility:

LearningAccessibility Servicesrefers Regionalto Administratorthe (LS RA)

Job Purpose

The primary roledegree of thisease positionwith which people with disabilities can use and enjoy something such as a device, service, or place. At HCOS, 44% of our student population have significant challenges - whether physical, developmental, learning, behavioural, health or mental health. We are committed to providing an environment that is accessible and practical for all members of our diverse community. We recognize the importance of conscious planning, design, and effort in ensuring that barriers are removed and accessibility is increased. 

Our school is committed to supportworking teacherscollaboratively with the identificationcommunity to provide equitable treatment to people with disabilities in a way that respects their dignity. To achieve this goal, we have outlined the following commitments:

●      Engage with staff, community members and supportpeople with disabilities in the development and review of exceptionalits learners,accessibility workingplan.

●      Ensure that our school policies and procedures align with the principles of accessibility.

●      Improve access to ensurefacilities, studentspolicies, areprograms, takingpractices, stepsand services for students, staff, parents/guardians, volunteers and community members.

●      Continually improve accessibility for people with disabilities in our school community. disabilities. 

Our Approach:

At HCOS, we believe that all members of our community have the right to attainbe theirtreated God-with dignity, given potentialan throughopportunity to participate, and provided with access to learning and community. Our approach is grounded in the usecore provincial principles of learningaccessibility, strategiesincluding thatadaptability, identifycollaboration, diversity, inclusion, self-determination and addressuniversal rootdesign.

causes,

while

In providingJune 2023, we began the adaptationsprocess neededof establishing an accessibility committee and identifying barriers to accessibility in our school community. This process will involve:

·      Calling for success.applications for members of the Accessibility Committee

Duties

• Assessing the current online and Responsibilities

curricular accessibility of our school.

·      Assessing the current physical and architectural accessibility of our school.

Supports· K-12     teachersConducting withsurveys exceptionaland studentsinterviews by:to understand the issues, challenges, and priorities of stakeholders within our school community 

· 

• equipping     teachersHolding key discussions to identify at-riskbarriers students
to
• discussingaccessibility
  with

  · teachers     Developing a school feedback tool

  ·      Prioritization of actions to be taken  

  ·      Establishing a monitoring and evaluation process

  
  

  Our approach is designed to recognize the learninggaps supportsand availableopportunities to studentsimprove

• recommending learning supports listedaccessibility in SOPHIE,our onlineschool resources,community. onlineBy HCOSengaging subscriptions,in HCOSthoughtful SEplanning, librarymeaningful resourcesengagement, (Susan Barton, LS library kits)
• administeringtraining, and debriefingdirect onlineaction, assessments:we DORA, ADAM, Gibson Test
• suggesting and reviewing adaptations in Adaptations Box (AdBox) in Student Learning Plan
• supporting teachers with Learning Services (LS) student assessment and reporting
• keeping detailed and timely Encom case notes
• triaging high-needs LS students: communicating with LS Regional Administrator (RA)aim to identifydeliver studentslasting needingaccessibility furtherimprovements therapyfor orall assessments, and working to determine urgencymembers of intervention
our
• arranging professional therapies for students (eg. Speech and Language) in consultation with the LS RA
• attending meetings, school events, and training as required and staying current through professional development opportunities, including category designation training
• providing training for teachers as requested by supervisor
• any other duties as requested by supervisor

Qualifications & Skills

• BC qualified teacher with at least 1 year of teaching experience at HCOS
• Familiarity with and interest in exceptional/atypical learners and the services and resources available to support them
• Demonstrates qualities of a curious, motivated, lifelong learner, in a Professional Learning Community of LS colleagues
• Enjoys operating in a supportive, mentoring role with teachers
• Excellent verbal and written communication skills
• Be able to think “outside the box” and match solutions to individual student needs
• Willingness and ability to learn and use software as required (Zoom, Alfresco, SOPHIE).
• Organized, able to prioritize tasks and follow-through with case notes, emails etc.

Working Conditions & Physical Requirements

• Caseload of 10-12 teachers per day of work, with varying times of busyness.
• Preference that the LSC be in the region they are supporting.
• Access to home office, phone, computer and internet access, along with travel, 3 times a year for 2-5 days at a time.  

community.

 

Employee Name (print)
Employee Signature:		Date:
Hiring Manager Signature:		Date: