SEVERELY HANDICAPPED / AUTISTIC DIVISION OF STUDENT PROGRAMS AND SERVICES JOB SUMMARY The job of Teacher Severely Handicapped – Autisim is done for the purpose/s of developing special education students’ success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students’ specific needs; providing a safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals; and to do other related work as may be required. ESSENTIAL FUNCTIONS • Provides direct instruction to students identified as autistic; • Advises parents and/or legal guardian of student progress for the purpose of supporting teacher’s expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment; • Assesses students’ social needs (e.g. behavioral, motor, development, communication, etc.), academic needs, progress, expectations, goals etc. (e.g. developmental level, vocational abilities, etc.) for the purpose of evaluating students and family requirements, placement and success of the program; • Collaborate with school personnel, parents and various community agencies for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum; • Direct instructional assistants, volunteers and/or student aides for the purpose of providing an effective school program and addressing the needs of individual students; • Instruct students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; • Manage student behavior for the purpose of providing a safe and optimal learning environment; • Participate in various meetings for the purpose of receiving and/or providing information; • Prepare teaching materials and related reports (e.g. grades, attendance, anecdotal records, etc.) for the purpose of implementing lesson plans and documenting student progress; • Report incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies; • Use a variety of instructional strategies such as, PECS, TEACCH, and Discrete Trial. EMPLOYMENT STANDARDS KNOWLEDGE OF  Basic math including calculation of fractions, percents and /or ratios;  Interpret written procedures;  Write routine documents and speak clearly;  Understand multiple step instructions. ABILITY TO  Schedule activities;  Gather, collate and/or classify data  Use basic job related equipment;  Be flexible when working with other personnel and students;  Analyze data utilizing defined and similar process;  Operate equipment using standard methods of operation;  Work with diversity of individuals;  Work with data of similar type and/or purpose;  Utilize job-related equipment;  Work autonomously;  Organize tasks, set priorities & meet deadlines;  Perform simple & complex tasks;  Manage multiple tasks;  Respond appropriately to direction & changes in the work setting.  Communicate verbally and in writing;  Understand and carry out oral and written instructions;  Establish and maintain an effective working relationship with those contacted in the course of work in a frequently controversial situation. SEVERELY HANDICAPPED / AUTISTIC DIVISON OF STUDENT PROGRAMS AND SERVICES Continued EMPLOYMENT STANDARDS EDUCATION Bachelor’s Degree from an accredited college/university is required. Master’s Degree desired. Possession of or ability to obtain prior to employment, a valid California Teaching Credential authorizing instruction in a severely handicapped program. You must provide evidence of qualifying for this credential with your application material. LICENSES: valid California Driver’s License; CLEARANCE: Fingerprint and TB. EXPERIENCE Successful teaching experience with students, with moderate to severe disabilities PHYSICAL DEMAND AND WORKING CONDITIONS The physical requirements indicated below are examples of the physical aspects that this position must perform in carrying out the essential functions listed above. Physical Demands: Sitting (up to continuously); stand, walk, bend, stoop, look up/ down (occasionally); push, pull, twist, squat, climb stairs (infrequently); repetitive hand activities within close reach, such as keyboard, mouse, handwriting, files & phone (continuously); lift/ carry office supplies, up to 10 pounds (occasionally), to 20 pounds (infrequently); use seeing, hearing and speaking. Working Conditions: In a classroom under minimal temperature variations, a generally hazard free environment, noise from student and other site activities, and clean atmosphere. Reasonable accommodations may be made to enable a person with a disability to perform the essential functions of the position. EMPLOYMENT STATUS Bargaining Unit Position. March 2005