About this role
Position Title: Autism Resource/Classroom Teacher Salary Range: Contract Length: Immediate Supervisor: Principal, Special Education Supervisor, Special Education Director Basic Function: Essential Duties & Responsibilities:
• Collaborate with school staff to meet the individual needs of students.
• Problem-solve with teachers, paraprofessionals, and other school staff
• Conduct small group and individual trainings to increase understanding of students specific needs and facilitate appropriate accommodations
• Work with School nurses, speech/language pathologists, related services professionals, parents, and outside agencies to provide a full range of services based on the students needs.
• Assist school psychologists in determining eligibility for special education services.
• Works with the CAT team to provide assistive technology, as needed.
• Facilitate the successful school experience of students with autism including:
• Transitions to new Schools
• Curriculum, instruction, and materials accommodations per students IEPS
• Organizational needs
• Communication needs
• Behavioral/social needs
• Sensory modality needs
• Transportation needs
• On with parents of students with autism:
• Provide autism information that is relevant to Students' needs
• Act as a liaison between home and School
• Provide written verbal progress reports as indicated by the IEP, (daily to quarterly)
• Provide direct interventions, as needed, for academics, social skills, and behavior.
• Develop IEPs for students on the assigned caseload to assure that all needed components of the IEP meet the needs of the student and are Article 7 compliant.
• Utilize available technology to increase student independence and engagement.
• Participate in staff development and professional growth opportunities.
• Participate in school-wide curriculum and assessment initiatives, as appropriate for individual students
Qualifications:
• Required experience and training
• Licenses in at least one area of special education
• Highly Qualified at the primary level
• Applicant must not have had a recommendation for Positive Assistance/Probation on their most recent evaluation
• History of timely submission of comprehensive and complete IEPs
• Documented college course(s) on Applied Behavior Analysis (OR direct work experience supervised by a practicing Behavior Analyst), OR Training in the TEACHH Model (i.e., Structured Teaching)
• Successful teaching experiences (verified through professional references) including:
• Conduction social skills groups for high functioning students with ASD
• Visually structuring academic tasks (i.e., TEACCH model)
• Organizing sensory diets for specific students with ASD
• Supporting students with ASD in general education classrooms
• Structuring the environment with:
• Visual schedules that support all the activities of the day
• Independent work citations to support independence
• Task Analysis of academic skills that show a student the visual relationship between various aspects of the task to be learned
• Skills in designing accommodations for general dedication classrooms, to help students with ASD better understand the expectations
• Experience with differentiating diagnosis of ASD from other disabilities
• Professional strengths which include:
• Ability to maintain a calm, supporting manner i the face of concurrent, multiple student challenges
• Effective collaboration skills with general education teachers
• Ability to develop through IEPs with effective Behavioral Intervention Plans
• Excellent organizational skills, including a visual schedule for all staff who are assigned to work with specific students
• Ability to train and direct several paraprofessional to work efficiently in the same classroom
• Strong data keeping system
• Skillful in “saying less” and “showing more” when working with students
• Excellent oral and written communication skills
Physical Demands: Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.