Olivia Bagnarol
Tel: (647) 381-3803
Email: oliviabagnarol@gmail.com
SKILLS AND QUALIFICATIONS
A minimum of 5 years experience working with children and youth with diverse needs
and abilities including developmental disabilities, communication disorders, ASD,
ADHD and emotional, social and behavioural challenges
Efficient in adapting to change, prioritizing tasks and meeting deadlines while working in
a fast-paced environment
Knowledge of community resources and supports for children, youth and families
Strong skills in developing and implementing group-based and individual activities
Efficient in data collection and documentation, including experience using PECS and
alternative communication systems
Demonstrated ability to work with a trauma-informed, client-centered and strength-based
approach
Strong interpersonal and communication skills with the ability to work in a collaborative
team environment and alongside families
Motivated and hardworking with a desire to learn and improve skills and knowledge
Proficient in Microsoft Office
Possess a valid Ontario G driver’s license and a Criminal Record Check, including a
Vulnerable Sector Screening
EDUCATION
Humber College 2019-2020
Post-Graduate Child and Youth Care Accelerated Toronto, ON
(End of term – December 18th, 2020)
University of Toronto 2013-2018
B.A., Spec. Hons. Sociology and Geography Toronto, ON
ACADEMIC DISTINCTIONS, AWARDS AND CERTIFICATES
Crisis Prevention Intervention Training 2020
Behaviour Systems Management Training (BMS) 2019
Lifesaving Society Standard First Aid & CPC C 2018
HIGH FIVE Principles of Healthy Child Development 2018
ErinoakKids Volunteer Appreciation Award 2017
Volunteer Note-Taker for University of Toronto AccessAbility Services 2016/2017
PROFESSIONAL EXPERIENCE
Child and Youth Care Placement Student 2020
Carpe Diem Residential Therapeutic Treatment Homes for Children
Olivia Bagnarol
Works with a number of children, youth and their families to provide recreational,
educational activities and in home/virtual support based on their goals and treatment
plans
Plays a role in modifying support, creating and implementing activities to cater and adapt
to virtual meets
Participates in staff meetings and continuously works on additional projects provided by
supervisor to contribute to the agency’s recourses and plan for upcoming events
Engages in opportunities to become knowledgeable of community resources that provide
services for children, youth and their families
Child and Youth Care, Student Placement 2020
Applewood School, Peel District School Board
Implemented classroom activities based on students individual needs and goals identified
in their Individual Education Plan (IEP)
Worked collaboratively with classroom teacher in completing daily lesson plans and
curriculum expectations.
Supported students as they completed daily functional life skills, including gross and fine
motor activities
Encouraged students to build relationships with others through group activities and
various social interactions
Supply Educational Assistant 2018-Present
Educational Assistant, Long Term Occasional (LTO), Boyne Public School 2019
Halton District School Board
Provides support to students with differing abilities/diverse learning needs including
mobility, communication and personal hygiene including toileting
Collaborates with educational staff to facilitate the inclusion of students and provided
support in meeting their needs and IEP requirements within the classroom
Provides daily encouragement and reinforced students’ skills to boost self-esteem and
create a positive and welcoming environment
Inclusion Support Worker 2018-2020
Town of Milton
Provided one-on-one support to participants with physical and developmental disabilities
and encouraged active participation and interactions with others
Assisted participants with toileting, feeding and changing with additional staff
supervision
Conducted positive working relationships with colleagues and strived to create an
environment that fosters respect and inclusion
Communicated with parents daily to discuss child’s accomplishments and challenges
Respite Care Provider 2017-2020
Private
Support Individuals with exceptionalities with leisure and in-home care
2
Olivia Bagnarol
Provide relief to families by supporting their child with after school care, overnight
respite and one-on-one support in leisure activities
Knowledgeable in person hygiene care and administering medication
Instructor Therapist 2016-2017
Turning Point Children’s Therapy and Development Centre
Worked one-on-one with clients and implemented individualized programs using Applied
Behaviour Analysis (ABA) principles developed by the Senior Therapist
Communicated regularly with parents through case notes that outlined accomplishments
and areas of improvement based on their child’s therapy sessions
Worked collaboratively with a diverse team comprised of instructor therapists, senior
therapists and clinical psychologists
Helped children reach their potential and enhance their quality of life through treatment
Child Minding Associate 2013-2015
JUMP, Goodlife Fitness
Supervised young children (infants-13 years old) and provided motivation and
encouraged involvement in play-based activities
Responsible for keeping records of children’s names, age, parents and specific concerns
as required
Communicated positively and professionally with parents/members
VOLUNTEER EXPERIENCE
SKILLS- Supporting Kids in Leisure and Life Skills Volunteers 2017 (40 hours)
ErinoakKids Centre for Treatment and Development
Assisted with set-up and facilitation of program activities (e.g. making snacks, taking
transit and working on additional independent goals)
Provided support with additional administrative duties associated with the program (e.g.
taking attendance, photocopying, greeting participants etc.)
Volunteer Note-Taker and Outreach Support Assistant 2016-2018
University of Toronto AccessAbility Services
Regularly attended lectures and provided complete notes for students that had difficulty
taking notes due to a documented learning, physical, sensory, mental health disability or
medical condition
Assisted AccessAbility services with providing information to the University community
about programs and services
Provided in-class support for students such as adjusting the classroom to cater to their
needs, setting up students’ laptop etc.
