Saint Joseph Central | 5hr Autistic Disability 1:1 Special Education Assistant

PURPOSE

Assist teachers with a variety of instructional clerical student management and daily life activities for special education students in special education or general classrooms.

Minimum Qualifications

• Candidate must have a high school diploma or GED. Prefer candidate who has previous experience working with students with special needs.
• Must be flexible to meet the changing needs of students and have strong tutorial skills. Must be able to relate well with students staff and parents.
• Candidate must have a strong desire to see young people be successful.
• Must have a positive attitude and be able to complete tasks independently.
• Must have strong office computer and oral and written communication skills.
• Incumbents must possess knowledge of child guidance principles and practices and basic instructional methods and techniques.
• Must be willing to supervise students in community settings.
• Must participate in training provided by the Special Education Department.
  
  

Essential Functions

• Provide continuous or designated one-to-one support to the assigned student throughout the school day and during school-sponsored activities as directed by the student's IEP and educational team.
• Assist the student in accessing instruction classroom activities school routines and the general education environment to the greatest extent appropriate.
• Modify or adapt materials and activities as directed by licensed instructional staff.
• Reinforce academic concepts and skills previously introduced by the classroom or special education teacher.
• Provide prompts cues modeling redirection and reinforcement consistent with the student's educational plan.
• Support the student's functional communication across classroom social and school environments.
• Assist the student with use of augmentative or alternative communication systems visual schedules communication devices picture systems or other communication supports when applicable.
• Reinforce appropriate social interaction peer engagement turn-taking self-advocacy and other social skills identified by the educational team.
• Encourage developmentally appropriate communication and interaction while maintaining the student's dignity and respecting individual communication preferences.
• Implement behavioral strategies positive behavioral supports reinforcement systems sensory supports visual supports and structured routines as directed by the student's IEP BIP or educational team.
• Recognize signs that the student may be becoming overwhelmed frustrated anxious dysregulated or otherwise in need of additional support and respond according to established plans and training.
• Assist the student in using taught coping self-regulation sensory and de-escalation strategies.
• Respond appropriately to challenging behaviors while maintaining a calm professional and supportive approach.
• Avoid the use of punishment humiliation unnecessary confrontation or behavioral practices not authorized by the student's educational plan or district procedures.
• Provide the minimum level of assistance necessary for the student to participate successfully and safely.
• Systematically reduce or fade prompts and adult assistance when appropriate and as directed by the educational team.
• Encourage the student to make choices communicate needs solve problems participate with peers and perform tasks independently whenever possible.
• Maintain appropriate supervision of the assigned student throughout the school day and during transitions arrival dismissal meals recess transportation community-based activities and other assigned settings.
• Closely monitor the student's safety when the student's disability may affect awareness of hazards impulse control elopement communication of needs or other safety-related skills.
• Follow established procedures for students who wander elope engage in unsafe behavior or require enhanced supervision.
• Immediately report safety concerns injuries suspected abuse or neglect bullying threats of self-harm or other concerns in accordance with district procedures and applicable law.
• Assist the student when required by the IEP or individual needs with activities such as eating dressing toileting hygiene mobility positioning and other personal care activities.
• Maintain the student's privacy and dignity while providing personal assistance.
• Follow applicable health sanitation infection-control universal precautions and student care procedures.
• Assist the student in safely navigating classrooms hallways stairs playgrounds buses cafeterias and other school environments.
• Assist with transfers positioning adaptive equipment mobility devices or other physical supports when required and when appropriately trained.
• Participate in student evacuation and emergency procedures as required.
• Perform physical assistance associated with the student's documented needs consistent with district training and established procedures.
• Accurately collect academic behavioral communication social attendance functional or other student data as directed by licensed staff.
• Document observations objectively and accurately without making independent diagnoses or clinical conclusions.
• Provide relevant information to teachers and other members of the educational team regarding student progress behavior needs and response to interventions.
• Maintain required records and documentation in accordance with district procedures.
• Become familiar with those portions of the student's IEP BIP safety plan health plan or other educational plans necessary to perform assigned duties.
• Implement accommodations modifications supports and services as directed by licensed staff.
• Follow the instructional and behavioral direction of the student's teacher special education teacher case manager and other authorized professionals.
• Communicate concerns regarding the student's program or progress to appropriate licensed staff rather than independently changing established interventions. Prepare and assist the student with transitions between classrooms activities staff members transportation lunch recess specials assemblies field trips and other school settings.
• Use visual schedules advance notice timers social narratives first/then strategies or other supports identified by the educational team.
• Provide additional structure and support during changes in routines substitute-teacher days special events drills and other situations that may be challenging for the student. Follow the student's established crisis behavior and safety plans.
• Use district-approved de-escalation strategies and maintain student and staff safety during behavioral incidents.
• Implement physical intervention restraint or seclusion only when permitted by law and district policy when circumstances legally warrant such intervention and when the employee has received required training.
• Promptly report and document behavioral and safety incidents according to district procedures. Work cooperatively with special education teachers general education teachers administrators therapists psychologists behavior specialists nurses transportation personnel and other members of the student's educational team.
• Maintain appropriate professional boundaries
• Protect confidential student information in accordance with FERPA district policy and other applicable requirements.
• Participate in training and maintain required skills
• Supports the FWCS Schools of Success mission to empower all students to reach their potential through equitable and relevant community-connected experiences to ensure students achieve at least one of the 4E’s - (Enrollment Employment Enlistment or Entrepreneurship.)
• Positively promotes and embodies the FWCS Schools of Success six core competencies in our daily work: Creativity and Innovation Critical and Analytical Thinking Collaboration Communication Cultural Agility and Self-Direction
• Perform related duties as assigned.
  
  

Physical Requirements

To perform the essential functions of this job effectively and safely employees must meet the following physical qualifications:

• Communication Skills:?Ability to speak clearly and hear effectively in various environments.
• Manual Dexterity:?Adeptness in the use of hands and fingers.
• Postural Endurance:?Sit or stand for prolonged periods as the job requires.
• Flexibility:?Ability to bend at the waist kneel or crouch to perform specific duties.
• Visual Acuity:?Close vision ability with the capacity to adjust focus.
• Mobility:?Freedom to sit or walk at will throughout the work environment.
• Strength and Stamina:?Capability to lift carry push or pull up to twenty (25) pounds or more.
  
  

FWCS will reasonably accommodate individuals with disabilities to perform these essential functions.