SPED Teacher

Title

Special Education Teacher

Job Summary

As a Special Education (SPED) Teacher, you will work with students with a wide range of learning, mental, emotional, and physical disabilities. Your goal will be to help your students overcome learning barriers and maximize their ability to learn and thrive in school. The level of intervention they require will be determined on a case-by-case basis, according to the parameters outlined in their individual education plans (IEP) or 504 plans. Your students will vary in age from grades K-12, depending on the school to which you will be assigned within the district. Their challenges may range from mild to moderate to severe. Your students may vary from those with sensory disabilities, such as visual or hearing impairments, to students on the autism spectrum or those with serious cognitive delays. You may be assigned to work one-on-one with students in a mainstream classroom setting, where you would be partnered with general education teachers to adapt lessons so that the students with disabilities can more easily understand. You may also be teaching in a self-contained SPED classroom where you would plan, adapt, and present lessons to meet your students’ unique needs. You will regularly collaborate with other school-based behavioral health professionals, counselors, therapists, and paraprofessionals. You will also perform student evaluations, document student interventions and progress, and record your observations.

Duties and Responsibilities

• Assists in the identification of student’s individual needs through assessment

• Provides direct instruction to special education students, as designated in the individualized education plans (IEP) or 504 plans

• Evaluates student progress, maintains necessary records indicating student performance and attendance, and recommends revisions of the IEP when appropriate. This includes grades, progress reports, and benchmark documentation of goals and objectives cited in students’ individualized plan

• Coordinate and consult with administrators, special education specialists, general education classroom teachers, psychologists, program specialist, other support staff, and parents regarding instructional planning for special education students

• Assists with coordination of services provided by other support personnel

• Establishes and maintains standards of student behavior through proper control and supervision and the provision of learning activities which stimulate the interest of the student

• Deliver hands-on and supervised toileting and diapering assistance to students while maintaining dignity, privacy, and full compliance with internal policies

• Responds to medical emergencies and student and classroom cleanliness issues

• Monitors student conduct and ensures student safety

Requirements

• Must be able to occasionally lift and/or carry up to 50 pounds

• Must be able to provide life-saving interventions if needed. This includes the ability to perform at least 5 sets of hands only CPR for roughly 2 minutes

• Must be able to assume and maintain a variety of postures (kneeling, squatting, crawling, sitting, standing) for extended periods of time

• Must be able to sit on the floor, stand, or walk for extended periods of time which normally will be the length of the school day and include the physical demands of assisting a student or students in and outside of a classroom space

• Must be willing and able to restrain/hold/transport and utilize quick body movements as indicated in the Behavior Intervention Plan while working with children with challenging behavior

• Must have manual dexterity to perform specific computer and electronic device functions for data collection

• Must be able to receive and communicate detailed information through oral communication.

• Must have visual acuity to read and comprehend written communication through computer, electronic devices, and paper means

• Must have reliable transportation and be willing and able to travel between different job sites based on job assignment

• Must be flexible and willing to work in a variety of schools and settings. Must have the ability to be understanding, patient, friendly, and show a receptive attitude toward children with special needs and must demonstrate the ability to remain calm under stressful conditions

• Ability to read, write, and communicate effectively in English at a level required for successful job performance. Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to employees of the school district. Ability to meet and interact with teachers and students with tact, courtesy, and discretion

Qualifications

Education

• Bachelor’s degree in education or a related field from an accredited university

Experience

• Prior special education teaching experience is preferred but not required

Licensure and Certification

• Teaching certification in the state in which you will be working

• Special education teaching certification and credentials

• BLS certification through American Heart Association