•Responsible for leading and overseeing the Learning Support Department•Collaborated with public services such as PPT (pedagogical-psychological service), speech and language therapists, physiotherapists, etc•Scheduled and provided student services in accordance with decision of hours •Created support schedules for staff which were in line with individual student decisions•Facilitated Individual Education Plan (IEP) meetings, collaborating with general educators, parents, and students (when applicable) to develop goals•Wrote IEPs, ensuring goals were developmentally appropriate, functional, observable, measurable, positively stated and indicated criteria for mastery•Developed teaching procedures and methods for collecting and analyzing data to monitor progress and make instructional decisions •Supervised and trained staff on how to implement procedures and collect data

• Provided Applied Behavior Analysis (ABA) therapy to children with autism and other related disorders• Displayed thorough knowledge and competent implementation of student programs and behavior management guidelines• Monitored progress on student’s individual educational and behavior goals• Wrote quarterly progress reports and annual individualized education plans• Completed preference as well as functional behavior assessments • Successfully responded to aggressive or self-injurious behaviors and safely intervened when necessary

• Provided a continuum of services to students with disabilities, based on individual needs• Demonstrated commitment and dedication to ensuring student access to the general curriculum• Used information obtained from tests and other assessment procedures to update IEPs as needed• Established and maintained effective working relationships with families, teachers and administrators• Regularly consulted with and assisted classroom teachers, support services team members and administrators

• Prepared and differentiated lesson plans in accordance to ACARA (Australian Curriculum Assessment and Reporting Authority) to meet varied academic needs• Employed diverse techniques to promote active learning including individualized instruction, problem-solving assignments, and small-group work • Exercised flexibility within the classroom addressing students’ needs through special accommodations• Communicated and collaborated with parents to determine priorities for their children and their individualized social, behavioural and educational needs• Maintained professional competence by participating in staff development workshops, curriculum development meetings and other professional opportunities

• Actively supported paraprofessionals, as well as general education teachers, in using the principles of Applied Behavior Analysis (ABA) to address behavioral concerns and teach new skills to special needs students within resource and inclusive settings• Implemented and oversaw the implementation of individualized goals in the domains of academic, social interaction, behavioural, independent functioning and communication• Collaborated with paraprofessionals and general education teachers regarding ways to meet the needs of students in inclusive settings and/or problem solve any concerns that may arise • Regularly reviewed daily data to analyze patterns and monitor student progress• Designed individualized data sheets for behavioral tracking purposes• Created student specific videos to be used for teaching appropriate behavior and/or social skills