SAUGUS UNION SCHOOL DISTRICT TEACHER — SEVERELY HANDICAPPED DEFINITION Under direction, to provide an educational program for individuals with exceptional needs who require intensive instruction and training in programs serving pupils with the following profound disabilities: Autism, deafness-blindness, deafness, hearing impairment, severe orthopedic impairments, emotional disturbances, severe mental retardation/severe developmental delays, multiple handicaps, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment. DISTINGUISHING CHARACTERISTICS This position classification requires subject matter expertise commonly associated with teaching and instruction of pupils who are severely handicapped. Directly related teaching and instruction experience is required to perform specialized teaching of severely handicapped pupils, and problem analysis using prescribed educational principles, methods and concepts. The position classification makes decisions of considerable consequence, in determining how best to instruct special day class severely handicapped pupils. The functional role of this position classification requires the application and interpretation of data, facts, procedures, and policies. The incumbent meets frequently with school administrators, teachers, and other staff and parents to communicate information, data, and alternative problem solutions. EXAMPLE OF DUTIES •Teach pupils in a Division of Special Education class the skills and subject matter commensurate with their intellectual, physical and emotional needs, as determined by assessment and utilizing State/Board adopted curriculum •Provides an appropriate physical and psychological environment to establish and reinforce appropriate pupil behavior, attitudes and social skills •Assesses pupils to determine their functional and cognitive levels •Develops and implements standards-based lesson plans •Develops and implements appropriate standards-based IEP goals and objectives •Works cooperatively with the IEP team in assessing pupil needs and learning deficiencies, and develops alternative solutions to remediate pupil learning and behavior problems •Establishes and maintains standards of student behavior utilizing behavior management strategies and techniques, including behavior modification, reinforcement, and other positive behavior shaping processes •Reviews, analyzes, and evaluates pupil academic and social growth •Counsels, confers, and communicates with parents, school and District personnel regarding pupil progress, and in the interpretation of the educational program •Maintains a variety of pupil records, including attendance, report cards, progress reports and transcripts •Selects and requisitions appropriate educational supplies, materials, books, equipment, and learning aids •Establishes and maintains a suitable room environment through the proper control of heating, lighting, and ventilation •Performs a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, and advisory and consultation activities QUALIFICATIONS GUIDE Knowledge of: •Principles, theories, methods, techniques, and strategies pertaining to educational trends, core and alternate core curriculum and strategies for implementation as related to mental retardation and/or multiple handicaps. •Child growth and development and behavior characteristics of children experiencing severe educational and social dysfunctions •Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to the multi-handicapped child •Behavioral management and behavior shaping strategies, techniques and methods, and conflict resolution procedures •Socio-economic and cultural background differences of the school population Ability to: •Plan, organize, develop, and conduct a comprehensive teaching, instruction, and behavior management program for severely handicapped pupils •Provide effective learning experiences for pupils from a wide range of socio-economic and cultural backgrounds and with varying mental, social, emotional and severely handicapped levels •Effectively assist in the assessment of the educational needs of multi-handicapped pupils, and in the design, development, and implementation of individual education plans •Provide an attractive, inviting, and stimulating learning environment •Perform research and development activities pertaining to curriculum and instruction programs, pilot projects, and innovative programs designed to enhance pupil educational opportunities and experiences for severely handicapped pupils EXPERIENCE AND EDUCATION Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be: Experience: •Successful teaching experience, or successful remedial teaching experience, or student teaching or internship in a severely handicapped program with pupils w ho have multiple handicaps Education: •Possession of an earned Baccalaureate or higher degree from an accredited college or university with emphasis in special education for the multi-handicapped, instructional technology, and a subject mater field commonly taught in the elementary or secondary levels Certification Requirement: •Possession of a valid California Teaching credential authorizing service to the Severely Handicapped. •Single Subject and Multiple Subjects credentials as needed based on pupil’s program needs •Must have certification in either Cross-Cultural, Language and Academic Development (CLAD), or Special Designated Academic Instruction in English (SDAIE) Physical: Good physical condition; able to pass required District physical. WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS: This is a position classification that performs light work, but does require walking and standing for extended periods. This position requires the ability to move quickly to respond to pupils’ severe physical and behavioral problems. The job also requires the accurate perceiving of sound, near and far vision, depth perception, handling and working with educational learning aids, instructional materials and objects, and providing oral information and instructional detail. ESSENTIAL JOB FUNCTIONS: •Visual ability to read handwritten or typed documents, and the display screen of various office equipment and machines •Able to conduct verbal conversation •Able to hear normal range verbal conversation (approximately 60 decibels) •Able to sit, stand, stoop, kneel, bend and walk •Able to sit for sustained periods of time •Able to kneel or squat for extended periods of time •Able to climb slopes, stairs, steps, ramps and ladders •Able to lift up to 50 pounds •Able to carry up to 50 pounds •Able to push and pull objects weighing up to 100 pounds •Able to sustain strenuous manual labor for a minimum of 3.75 hrs. •Able to exhibit full range of motion for: •shoulder external rotation and internal rotation •shoulder abduction and adduction •elbow flexion and extension •shoulder extension and flexion •back lateral flexion •hip flexion and extension •knee flexion •Able to demonstrate manual dexterity necessary to operate a computer and other classroom equipment in a safe and efficient manner •Able to work with cleaning solutions, disinfectants and sanitizes in a safe and effective manner without allergic reaction •Able to demonstrate manual dexterity necessary to assist students with buttoning clothing and eating, operate a computer, or assist staff with toileting/diapering procedures While the ideal candidate will possess all these abilities, duties assigned can be modified to accommodate some physical restrictions.