Special Education Teacher: Generalist - Special Education Department - 2026-27 School Year

Responsible for providing education to students with special education designations that include but are not limited to Specific Learning Disabilities, Emotional Disturbance, Other Health Impaired (ADHD), and high-functioning Autism.  This job requires a positive learning environment where students develop the skills to participate successfully in the general education classroom.  The Special Education Teacher will maintain a safe environment; establish rapport with students, parents, and colleagues: serve as the case manager for a number of special education students; and motivate pupils to develop attitudes and knowledge that will help them reach their academic and career goals.  Service will be provided in the general education classrooms as a collaborative partner or in a self-contained classroom.

• •Provides direct instructional services, using evidence-based practices, in a variety of settings to students with disabilities based on their Individual Education Programs (IEPs);
  •Assesses student abilities as related to desired goals, objectives, outcomes, and disability or impairment;
  •Promotes positive behavior of learners in instructional settings to ensure the environment is conducive to the learning process and assists and participates in the management of student behavior in other parts of the school;
  •Collaborates with general education classroom teacher to assess program effectiveness, recommend instructional strategies, ensure implementation of student’s required accommodations and/or modifications, provide curriculum coordination between general and special education, and evaluate the student’s educational progress;
  •Participates in and/or chair eligibilities, IEP, and triennial meetings;
  •Plans, integrates, and utilizes assistive technology/technology for classroom instruction;
  •Communicates to essential teachers/paraprofessionals all accommodations, required by the student’s IEP, prior to the first day of class;
  •Communicates with the parents of caseload students regularly, responding to emails and phone calls in a timely manner;
  •Participates in staff, department, and school-wide committee meetings/PLCs as required;
  •Plans and supervises assignments for paraprofessionals and/or other volunteers;
  •Adheres to and has knowledge of federal, state, and local laws and regulations governing the education of students with disabilities;
  •Performs related duties as assigned by the administration in accordance with the school/system policies and practices.

Demonstrates knowledge of: the necessary principles and application of theory into practice for effective instruction and positive behavioral supports that are beneficial for implementation with all students with disabilities; ACPS curriculum and instructional techniques; human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders; and ACPS policies and effective instructional practices. The special educator also demonstrates the ability to provide positive behavioral support to students in a group and in an individual setting; demonstrates an understanding of the federal, state, and local mandates governing the determination and delivery of special education services; completes observations and reports pertaining to learning behaviors of students; displays the ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents, and community members. Overall, the special educator possesses excellent human relations skills and a working knowledge of the English language in written and verbal form.

Bachelor’s degree in Special Education and eligibility for a Virginia License as set forth by the Virginia Department of Education.  Master’s Degree preferred.

Duties performed typically in school settings include: classroom, gym, cafeteria, auditorium, community and recreational areas. Daily personal and close contact with students to provide classroom management and learning environment support is required. Regular contact with other staff members and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary. While performing the duties of this job, the teacher is regularly required to speak and/or hear. The employee is frequently required to stand, walk, reach with hands and arms, and stoop, bend at the knees and / or hips, kneel, or crouch. The teacher is occasionally required to use hands to handle or feel and must occasionally climb or balance. The employee must frequently lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception. The teacher must be able to respond to the unique educational needs of students with disabilities in a stressful setting. This job may emphasize intervention with and management of aggressive and self-abusive students, angry students, emotional students, students with infectious diseases, and personal physical abuse.