2026/27 NSTU-012 - Regional Augmentative & Alternative Comm. Specialist, Base: SPEC (Temp. Assign.)

Nova Scotia Regional Centres for Education & CSAP•Sydney, NS

9d•Onsite

About The Position

The Augmentative & Alternative Communication (AAC) Specialist supports students with diverse learning, communication, behavioural, physical, sensory, and developmental needs through consultation, direct service, coaching, and program development within the student planning team process. Working collaboratively with school teams, families, and multidisciplinary professionals, the Specialist assists in identifying and implementing communication supports, Accessible Educational Materials (AEM), Assistive Technology (AT), and Augmentative and Alternative Communication (AAC) systems that promote equitable access to learning, communication, participation and independence. The Specialist provides leadership in supporting school teams to develop effective, evidence-informed programming for students with complex needs while building staff capacity through coaching, mentoring, professional learning, and collaborative problem-solving.

Requirements

A valid Nova Scotia Teacher's Certificate or other professional certification recognized by the Nova Scotia Department of Education and Early Childhood Development, as appropriate to the position.
Minimum five (5) years of successful experience supporting students with diverse learning, communication, behavioural, developmental, physical, sensory, and/or social-emotional needs.
Demonstrated knowledge and experience supporting students who require Augmentative and Alternative Communication (AAC), communication supports, Assistive Technology (AT), and Accessible Educational Materials (AEM).
Experience working collaboratively with multidisciplinary teams including Speech-Language Pathologists, Occupational Therapists, Physiotherapists, Psychologists, Behaviour Specialists, Autism Specialists, Assistive Technology Workers, classroom teachers, school administrators, educational assistants and families.
Demonstrated knowledge of Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), inclusive education, student planning processes, and Individual Program Planning.
upload a completed resume and cover letter with their application
ensure your resume addresses required qualifications and competencies
include 3 references, one of which is the applicant's immediate supervisor
Demonstrated understanding of inclusive educational practices and evidence-informed interventions for students with diverse and complex learning needs.
Demonstrated experience supporting students with complex behavioural, communication, developmental, cognitive, physical, sensory, and social-emotional needs in a variety of educational settings.
Ability to provide consultation, coaching, mentoring, and capacity-building for school teams.
Demonstrated knowledge of Augmentative and Alternative Communication (AAC), communication supports, Accessible Educational Materials (AEM), and Assistive Technology (AT), including supporting implementation within educational programming.
Ability to assess student strengths and needs and collaborate with school teams to develop individualized programming and communication supports.
Ability to develop, implement, monitor, and evaluate individualized student programming and support plans.
Ability to contribute effectively as a member of Teaching Support Teams (TSTs), Student Planning Teams (SPTs), and multidisciplinary teams.
Knowledge of TIENET, including documentation, case management, and reporting.
Knowledge of PowerSchool and its application to student planning, programming, and reporting.
Strong administrative and organizational skills, including budgeting, database management, inventory control, ordering, maintaining, and tracking specialized equipment and resources.
Demonstrated understanding of the educational implications of cognitive communication, physical, sensory, behavioural, developmental, and social-emotional needs and their impact on student learning and participation.
Excellent interpersonal, facilitation, communication, collaboration, and problem-solving skills.
Ability to establish and maintain positive working relationships with students, families, school teams, community partners, and external agencies.
Commitment to ongoing professional learning and evidence-informed practice.

Nice To Haves

Demonstrated experience as a Learning Support Teacher, Student Services Specialist, Inclusive Education Specialist, Program Planning Specialist, or in a comparable student support leadership role is considered an asset.
Demonstrated experience working with complex behaviour cases and developing collaborative intervention plans through roles such as Learning Support Teacher, Student Services Specialist, Inclusive Education Specialist, or other student support leadership positions.

Responsibilities

Provide consultation and support to school teams in developing inclusive programming and instructional practices that meet the needs of students with complex communication and learning needs.
Participate as a member of Teaching Support Teams (TSTs), Student Planning Teams (SPTs), and other multidisciplinary planning processes.
Collaborate with school teams to identify and implement appropriate communication supports, Accessible Educational Materials (AEM), Assistive Technology (AT), and Augmentative and Alternative Communication (AAC) systems.
Support classroom teachers, Learning Support Teachers, school administrators, and educational assistants in selecting, implementing, and monitoring evidence-informed instructional strategies, accommodations, and communication supports.
Provide direct consultation, coaching, mentoring, and follow-up support for school staff and families.
Assist with referrals, assessments, transition planning, implementation, and ongoing evaluation of communication supports and individualized student programming.
Develop professional learning resources, including workshops, webinars, videos, and written guides to support inclusive educational practices and communication programming.
Coordinate the acquisition, inventory, maintenance, budgeting, ordering, and tracking of specialized communication and accessibility resources and equipment.
Maintain accurate documentation using TIENET, PowerSchool, and other departmental systems.
Monitor and evaluate the effectiveness of communication supports and interventions, making recommendations for ongoing programming as required.
Collaborate with Speech-Language Pathologists and other student services professionals to support comprehensive programming while respecting professional roles and scopes of practice.
Build school and Regional Centre capacity by facilitating professional learning related to AAC, communication supports, inclusive practices, and effective programming for students with complex needs.
Engage in ongoing professional learning to remain current with emerging research, technologies, and evidence-informed practices.
Perform other related duties as assigned in support of inclusive education and student success.