NOTICE NO. 218-219 & 223-225 POSTING: 2026-06-18

Special Education Teachers - Additional Postings

We are looking for special education teachers, for both regional and special programs in

Riverside School Board establishments. The following positions would be available for the 2026-2027 school year.

NATURE OF WORK

The position involves teaching students in groups that are composed primarily or equally of individuals with handicaps, social maladjustments, or learning difficulties. The teacher will adapt and deliver educational programs tailored to meet the unique needs of these students, promoting their academic, social, and emotional development. Assignments may fall within elementary or secondary education or may involve specialized services for students with hearing or visual impairments.

QUALIFICATIONS AND ASSETS:

Hold a teaching permit recognized by the MEES. Master’s degree in special education or inclusive education. Experience as a resource teacher or special education teacher. Knowledge of assistive technology. Superb communication skills. The ability to tailor their teaching methods to meet the needs of their students. Ability to work in a team.

SALARY AND WORKING CONDITIONS:

Salary and working conditions in accordance with the Teachers’ Collective Agreement.

APPLICATIONS MUST BE SUBMITTED BEFORE 4:00PM ON JUNE 26, 2026 THROUGH ATLAS WORKLAND.

Riverside School Board thanks all applicants for their interest but will only contact those selected.

Riverside School Board has implemented an Equal Access Employment Program and encourages applications from women, members of visible and ethnic minorities, Indigenous people and people with disabilities.

Regional and Special Program Vacancies 2026-2027

Description

Posting

Regional Programs

100% Replacement - Spec Ed - Elementary - St. Mary’s Elementary School (LINKS)

218

LINKS is a cycle 2 and 3 regional program designed to provide targeted academic and social-emotional support to students with severe behavioural and social/emotional challenges. This is a small class with consistent presence of a special education technician. We are looking for a cycle three special education teacher.

The students follow the QEP program, unless on a modified curriculum. Students are supported in developing emotional awareness, self-regulation, and interpersonal skills, with the goal of building confidence and independence. Teacher will collaborate closely with classroom support staff and multidisciplinary team members from Complementary Services. Teacher will facilitate and support gradual integration into regular classroom settings when appropriate.

100% Regular - Spec Ed - Elementary - REACH

Multiple vacancies

The CASP Education Program is a customized curriculum to address the abilities and needs of students aged 6‐15 with moderate to severe intellectual impairments. The program aims to teach each student the skills required to participate successfully in school, the community, and eventually the workplace. Ultimately, CASP ensures that students are able to contribute meaningfully and have a valued role in society.

N.B. The group includes students who are following a modified QEP.

223

100% Regular - Spec Ed - High School - REACH

Multiple vacancies

The CASP Education Program is a customized curriculum to address the abilities and needs of students aged 6‐15 with moderate to severe intellectual impairments. The program aims to teach each student the skills required to participate successfully in school, the community, and eventually the workplace. Ultimately, CASP ensures that students are able to contribute meaningfully and have a valued role in society.

224

100% Regular - Spec Ed Specialist - Physical Education - REACH

225

Special Projects

100% Special Project - Spec Ed - Elementary Boucherville Elementary School

219

The Grade 2 Bridge Class is a specialized classroom designed to support a small group of students with complex learning, social-emotional, behavioural, and adaptive needs. Most students have a diagnosis or hypothesis of Autism Spectrum Disorder (ASD) and may experience challenges with self-regulation, communication, autonomy, and participation in a mainstream classroom setting. The classroom consists of a teacher, a Special Education Technician, and an attendant, with a maximum of 8-10 students. The goal of the Bridge Class is to bridge the gap between students' current functioning and the skills required for success in a regular Grade 2 classroom and beyond. Students follow the Quebec Education Program in a structured and predictable environment where instruction, interventions, and expectations are individualized to their strengths and needs. Particular emphasis is placed on the development of social skills, emotional regulation, communication, independence, school routines, and academic readiness. Students may also participate in mainstream classroom settings for selected subjects and activities, with integration opportunities determined by their individualized goals and support needs.