We are itinerant and provide services to all Secondary and Elementary Schools. There are two Attendance Counsellors assigned per quadrant. We are mandated by the Education Act to serve students of compulsory school age who have exhibited pronounced attendance problems. Our work is fully integrated with other Student support services and we are key members of school's interdisciplinary teams. We include SAL workers (supervised alternate learning) and Court Liaison Workers.
We hold a degree in Child and Youth Care or Bachelor’s of Social Work or a Bachelor of Education and CYW diploma. We are school-based and centrally-based workers who operate as members of interdisciplinary teams and can be comprised of the following staff and departments: Principals, Teachers, Safe Schools, Guidance, Student Success, Community Support Workers and others. Our position provides assistance in the acquisition, reinforcement and maintenance of academic, communication, social and personal management skills. On professional matters, supervision is provided by the Chief of Child & Youth Services. On operational matters for school-based CYCs supervision is provided by the on site Administrator.
We are accredited with a diploma from a Community College in Child and Youth Work. We are members of the multi-disciplinary team comprised of the Principal, and /or Vice-Principal, classroom teacher, the Special Education teacher, and other PSSP staff. In high schools we are attached to the Focus On Success programs, and in all schools we are attached to behaviour programs, autism classrooms, diagnostic classrooms, Caring & Safe Schools programs, as well as additional programs throughout the TDSB. We are supervised by our on-site administrators for operational matters and by the Chief of Child & Youth Services for professional matters.
Court Liaison Workers content is coming soon....
There is one Audiologist working at the TDSB who is a member of the school teams and is registered in CASLPO (College of Audiologists and Speech-Language Pathologists of Ontario).
The TDSB Audiologist provides services to deaf and hard of hearing students in the mainstream and in self contained programs throughout the Board. Referrals come through Special Education Hearing –Itinerant staff and directly from the staff in the self-contained deaf and hard of hearing programs.
Multilingual Team Leaders are members of the central ESL/ELD resource team in the Program Department. Our responsibilities are boardwide - to conduct first language assessments/surveys in order to assist schools with appropriate programming and placement of students who are at risk.
Education and qualifications of the Multilingual Team Leaders include a PH.D, M.S.W., M.E.D. in psychology, ESL Diploma, and Ontario Teacher Certification.
We are members of the Ontario Colleges of Occupational Therapy and Physiotherapy. Our services are provided throughout the TDSB.
We are members of the Ontario Colleges of Occupational Therapy and Physiotherapy. Our services are provided throughout the TDSB.
Our staff includes both Psychologists and Psychological Associates who are registered with the College of Psychologists of Ontario. In addition, staff with the necessary academic qualifications that are working toward registration with the College work under supervision as Psychoeducational Consultants. We all have specialized training in psychology as it applies to educational settings.
We are part of the multidisciplinary educational team of the Board. The academic qualifications for School Social Workers range from a Masters Degree (MSW) to a Doctorate in Social Work (Ph.D. or D.S.W.). We are certified members of the Ontario College of Social Workers and Social Service Workers (OCSWSSW).
We are professionals with training at the Masters Degree level in prevention, assessment, identification, counselling, and intervention of human communication disorders, and are registered by the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO).
Assessments and consultations services for children of all ages. These services focus on working with children with significant oral language difficulties from junior kindergarten to grade 3, because this is the optimum developmental time to provide intervention. Programming suggestions are provided collaboratively with teachers and parents.