0.5 Itinerant Occupational Therapist (Term)
BULLETIN NUMBER: 922/T/25 DATE POSTED: January 6, 2026
SCHOOL: Itinerant Position – Multiple Locations

COMMENCING: As soon as can be arranged and will end June 30, 2026, or one day prior to the return of the incumbent, whichever occurs first.

POSITION DESCRIPTION:

The Occupational Therapy position is under the Teachers’ Collective Agreement and will follow the school calendar. Consideration

may be given to split the position.

Reporting to the Clinical Supervisor of Developmental Supports, the Occupational Therapist will work closely with school teams,

other clinicians, support staff, and community partners to provide holistic supports that help students meaningfully re-engage in

learning pathways. This position supports the development of inclusive, identity-affirming school and classroom environments

that promote regulation, accessibility, and meaningful engagement for all learners.

Grounded in decolonization, reconciliation, Indigenous ways of being, and anti-racist/anti-oppressive pedagogies, this role drives

systemic change by embedding holistic, accessible, and student-centered Occupational Therapy supports within LRSD’s Multi-Year

Strategic Plan (MYSP) and divisional priorities. Services include culturally responsive assessment, programming, therapeutic

interventions, and consultation, delivered within a tiered model of support (primary, secondary, and tertiary) across the Louis Riel

School Division.

The Occupational Therapist will focus on reducing barriers to participation by promoting regulation, functional skill development,

and independence within classroom and school routines. Supports are delivered through a tiered model of intervention (universal,

targeted, and intensive) to build capacity within school teams and ensure that all students have equitable access to learning.

The overall goal of school-based Occupational Therapists is to enhance learning and success for all learners through inclusive,

identity-affirming, and responsive school-based, therapeutic practices. Emphasis is placed on classroom-based support and

consultation, centering student strengths, agency, and lived experiences in planning and intervention

RESPONSIBILITIES AND DUTIES:

Occupational performance assessment and intervention in school settings may include:

• Providing culturally responsive and inclusive support services
• Collaborating with school teams to develop classroom and school environments that foster co-regulation and self-regulation,

promote emotional wellbeing, integrate sensory supports, and cultivate inclusive engagement in learning.

• Contributing to learning through developmentally responsive interventions such as:

o Fine motor and visual-motor skill development

o Self-care and independence-building

o Meaningful participation in classroom routines

o Culturally grounded recommendations for adaptations

o Recommendations for adaptive equipment and training school staff on appropriate and effective use in daily routines

• Fostering equity and access through inclusive assessment and accessible programming that reflect each learner’s cultural and

contextual realities.

• Building staff capacity through co-teaching, professional learning, modeling of strategies, and collaborative consultation
• Building relationships with students, families, caregivers, and community members that honor cultural identities and

strengths.

QUALIFICATIONS & CONDITIONS OF EMPLOYMENT:

• Master’s degree in Occupational Therapy is preferred.
• Eligible for or in possession of a current School Clinicians Certificate in Occupational Therapy.
• Must be a current member of the College of Occupational Therapists of Manitoba in good standing.
• Demonstrated knowledge of culturally responsive, anti-racist, and decolonizing frameworks.
• Commitment to holistic, inclusive, and strengths-based approaches to student and family support.
• Experience working with diverse communities and Indigenous learners and families an asset.
• Strong interpersonal skills and ability to collaborate with students, staff, and caregivers.
• Proficiency with digital tools for assessment, documentation, and reporting.
• Must be able to work in a collaborative manner with school personnel and parents.
• Satisfactory Criminal Record Check, including Vulnerable Sector Search.
• Clear report from the Child Abuse Registry.
• Respect In School or Commit To Kids certification.
• Review and comply with divisional policies and guidelines.
• Valid drivers’ licence and access to a reliable vehicle is required.

APPLICATION PROCEDURE:

• Apply by using the LRSD online submission process at www.lrsd.net.

• Include in your resume and cover letter your strengths and abilities and clearly define how you meet eligibility for the role.

• Identify the names and contact information of three references.

• Address cover letter and resume to Staff Services, Louis Riel School Division.

• Quote the Bulletin Number on the application; a separate application is required for each job bulletin.

• Upload your resume and cover letter as one document.

The Louis Riel School Division is committed to:

• fostering employment equity and accessibility. We encourage applications from members of equity-seeking groups with

diverse abilities, backgrounds, cultures, identities

• providing an inclusive and barrier-free experience for people with accessibility needs. Applicants may request reasonable

accommodation related to the materials or activities used throughout the selection process. To make a confidential request,

send an email to the Staff Services Department so that the necessary arrangements can be made.

We thank all applicants for their interest. Only those selected for further consideration will be contacted.

APPLICATION DEADLINE: 4:00 p.m., Friday, January 9, 2026