Summary: To plan, organize and design instruction and instructional environments which provide students with moderate to severe cognitive disabilities maximum access to the adapted curriculum in conjunction with the use of a functional curriculum.

Essential Duties:

• Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
• Demonstrates an appreciation for diversity among students, colleagues, and parents.
• Participates in faculty and professional meetings, educational conferences and teacher training workshops as required by the position.
• Collaborates with other educators to create the complete educational environment possible for students.
• Keeps attendance and grade records as required by school.
• Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior.
• Establishes clear objectives for all academic and pro-social skills lessons, communicates these goals to students, and designs instruction to support students in the acquisition of these skills.
• Meets and instructs assigned classes in the locations and at the times designated.
• Follows established school procedures for crisis or emergency situations.
• Develops and maintains Individual Education Programs (IEPs) for students: modifies curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assesses the accomplishments of students on a regular basis and provides progress reports as required; meets with parents to discuss student progress and problems.
• Administers and interprets individual educational testing using various testing materials.
• Utilizes data to ascertain progress towards academic and behavioral/emotional goals.
• Employs a variety of research based instructional techniques and technology, to meet needs and address the strengths of the individuals or student groups involved.
• Structures a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests.
• Instructs students in positive behavioral skills which meet school behavioral skills which meet school behavioral expectations in all setting.
• Designs and implements environmental modifications and management procedures which proactively address student behavioral expectations across all settings.Performs related duties as assigned.
• Utilizes functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior.
• Develops behavioral intervention plans (BIPs) and IEP goals and objectives based upon the function of the inappropriate behavior,
  and /or manifestations designing instructional strategies for appropriate replacement behavior.
• Utilizes appropriate positive behavior intervention strategies to deescalate student behavioral excesses.
• Utilizes classroom design to provide visual structure for students.
• Utilizes technology to provide individualized classroom materials, such as schedules or work tasks.
• Provides differential instruction in a variety of settings to include: one-to-one, small group and whole group.
• Utilizes principles of applied behavioral analysis to include: data collection, prompt hierarchy, preference assessment and systematic instruction.
• Matches specific teaching strategy to student need
• Provides care and/or instruction in self-help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed.
• Performs related duties as assigned.

Education and Experience:

Minimum

• Bachelor’s degree in Special Education

Desirable

• Master’s degree in Special Education

Knowledge / Skills / Abilities:

• Knowledge of local, state and federal regulations and laws pertaining to exceptional children.
• Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices.
• Ability to produce communication in oral and written formats in a professional manner.
• Knowledge of classroom management and differentiation techniques.
• Knowledge of characteristics of autism as a spectrum disorder and how this relates to instruction for communication and social skill deficits.
• Knowledge of the Individual Education Program process.
• Ability to use research based techniques in instruction and behavior management
• Ability to produce effective lesson plans
• Ability to use data analysis for instructional decision making
• Ability to comply with local, state and federal guidelines
• Ability to deliver the curriculum, and extensions of the curriculum using Inclusive Practices, as appropriate
• Ability to effectively interact with principals, co-workers, students, and parents

 Physical Requirements:
The work requires a combination of walking, sitting and standing. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. 

The work at times requires bending, squatting, reaching, with the ability to lift up to 30 pounds, carry, push or pull light weights including wheelchairs. May also be exposed to bodily fluids when providing basic care to children with disabilities.

Will regularly require sufficient physical strength and ability to exert physical effort as needed for crisis intervention or handling objects over 30 pounds.