Assist special education teachers and staff in providing an individualized special education program for special needs students. This position may include working with students who are either physically, mentally, behaviorally and/or emotionally challenged.
Assist with the implementation of individualized goals and objectives as related, but not limited to the following area: Health/medical issues: seizures, choking, tube feeding, suctioning, digestive difficulties, allergies and other medical issues. Self-help issues: toileting, diapering, feeding, dressing, cleaning and other related areas. These activities may include the lifting and positioning of non-ambulatory and/or physically challenged students. Social/emotional: aggression, non-compliance, social awareness, peer interaction. General behavior management: may include assisting with restraints. Communication: Augmentative communication devices, signing, Braille and other assistive technology. Psychomotor: fine and large motor skills, sensory integration and other related areas. May include lifting and positioning of students. Academics: pre-kindergarten, life skills, math, reading, written language, CBI (community based instruction) and other pre-academic/academic skills. Select classroom materials appropriate to IEP goals and objectives Implement strategies, techniques and modifications unique to the special needs student. Participate in IEP meetings as necessary. Gather data and disseminate information to teacher and parents. Oversee special education program if situation arises which demands attention of special education teacher. Maintain confidentiality in regard to information about Special Education students, following all FERPA policies and Laws. Participate in training session, e.g. Crisis Prevention Intervention, CPR/1st aide, conferences and workshops for ongoing professional skills enhancement. Complete computerized MIPS forms on a monthly basis Monitor student’s behavior inside and outside of the classroom. Accompany students to and from class if needed. Assist students inside and outside of the classroom with social skills development Reinforce therapy goals and skills. Assist student to stay on task, redirect/refocus and offer praise and contingency rewards Develop and maintain understanding of individual students, their needs, interests, abilities and disabilities. Maintain professionalism when working with families. Refrain from becoming personally involved outside of school. Act as role model to students. Perform other job related duties as assigned. JOB EXPECTATIONS: Ability to work effectively under time constraints. Ability to comply with District’s attendance standards. Maintain a well-groomed appearance. Be a team player and get along well with others. Be highly organized with the ability to multitask. Be detailed-oriented and self-motivated. Have excellent communication skills. Have an excellent memory and ability to function well under stress. Demonstrate flexibility, common sense, and good judgment. Read and interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Effectively present information in one-on-one and small group situations. Ability to operate specific equipment or tools.
Must be 18 years of age High School graduate or equivalent Completed at least 2 years of student at an institution of higher education; obtained an associate’s (or higher) degree; or met the State Paraprofessional Academic Assessment Knowledge of special education disabilities and classifications, process and laws preferable Good written and oral communication skills Ability to related well to children and adults Current First Aid and CPR certification Knowledge in all academic areas Computer skills CPI certification
Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District. Positions for this class typically require: stooping, kneeling, crouching, reaching, standing, walking, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions. Medium Work: Exerting up to 50 pounds of force occasionally, and /or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions as determined by the District. The noise level in the work environment is usually moderate. Incumbents may be subjected to odors and extreme temperatures.
Received from: Principal/Teacher
Given to: Students
EVALUATION: Annually by the School Principal
FLSA: Hourly Grade: 17 |