Purpose:
The job of the Special Education Aide was established for the purpose(s) of working with individual
and/or small groups of students under the supervision of a certificated teacher in the supervision and instruction
of students; assisting students by modeling the necessary skills to perform assignments; following educational
and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and
assisting a student by providing for special health care needs. Employees in this classification will receive a variety of assignments including classroom support, lunchroom, playground, etc.

Essential Functions:
• Adapts classroom activities, assignments, and/or materials under the direction of the classroom teacher
for the purpose of supporting and reinforcing classroom objectives.
• Communicates with teachers and other district personnel for the purpose of assisting in evaluating
progress and/or implementing IEP objectives.
• Implements under the supervision of the assigned teacher, instructional programs and lesson plans (e.g.
reading, math, language comprehension, writing, computer, etc.) for the purpose of presenting and/or
reinforcing learning concepts.
• Maintains classroom equipment and work area for the purpose of ensuring the availability of a safe learning environment and/or meeting mandated requirements.
• Monitors individual and/or groups of students in a variety of settings (e.g. restrooms, playgrounds,
hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe
and positive learning environment.
• Promotes good study habits and student independence for the purpose of improving the quality of student outcomes.
• Provides, under the supervision of the assigned teacher, instruction to students in a variety of individual and group activities (e.g. self-esteem, behavioral skills, daily living skills, etc.) for the purpose of implementing
goals for remediation of student deficiencies and ensuring student’s success.
• Documents student’s daily activities (e.g. behavior, completed assignments, on/off task times, etc.) for the purpose of completing daily logs and student’s hourly activities.
• Implements under the supervision of the assigned teacher, behavioral plans designed by the IEP team for
students with behavior disorders, or other special conditions for the purpose of presenting and/or
reinforcing learning concepts.
• Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
• Monitors student’s daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite,
etc.) for the purpose of maintaining a safe and positive learning environment.
• Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving
immediate safety concerns and/or directing to appropriate personnel for resolution.

Performance Responsibilities:
• Assists the assigned staff member(s) in all aspects of daily programming including, but not necessarily
limited to: social, academic, behavioral and self-help growth and development
• Assists in the direct supervision of children in the assigned program as directed by the teacher or
administrator (e.g. bus loading, classroom assignments, lunch, recess, etc.)
• Demonstrates an understanding of students’ disabilities; keeps firm hand and is courteous and fair
• Loads/unloads wheelchair-bound students on the bus, and/or waits with students for transportation
• Participates in physical activities which are part of the students’ basic program
• Assists students in the restroom as necessary, and may have to change diapers
• Demonstrates flexibility in schedule and activities throughout the day
• Demonstrates cooperation, openness for growth and willingness to contribute in a team approach
• Communicates collaborates and cooperates with colleagues, supervisors, and students
• Maintain confidentiality regarding all aspects of his/her work with special education children and other
staff
• Participates in all meetings, training programs, and in-service sessions as assigned by the building or
district administrator
• Performs such other duties as may be directed by the building or district administrator

Job Requirements:
Specific skill-based competencies required to satisfactorily perform the functions of the job include:
adhering to safety practices; operating standard office equipment including using pertinent job related
software applications; and basic mathematical skills (e.g. add, subtract, multiply and divide into all units of
measure using whole numbers, common fractions, and decimals; compute rate, ratio, and percent, draw
and interpret graphs, etc.).

Specific knowledge-based competencies required to satisfactorily perform the functions of the job include:
concepts of grammar and punctuation; reading fluency and comprehension; age-appropriate activities;
and health and safety standards.

Specific ability-based competencies required to satisfactorily perform the functions of the job include:
working with emotionally, physically and/or mentally impaired students; maintaining confidentiality;
maintaining composure under stressful situations; communicating with diverse groups; adapting to
changing work priorities; working as part of a team; applying common sense understanding to carry out
instructions; deal with problems involving a few concrete variables in standardized situations;
effectively presenting information in one-to-one and group situations to students, and working with frequent interruptions.

Working Environment:
The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing and/or pulling, and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. This job is performed in a generally clean and healthy indoor environment with work inside about 85% of the time and work outside about 15% of the work schedule. The employee must frequently move up to 50 pounds such as adaptive equipment and supplies and also work with members of the team to address student’s physical needs (e.g. positioning students under the direction of the physical therapist, bathroom needs, etc.).