ALTA LOMA SCHOOL DISTRICT INSTRUCTIONAL AIDE - SPECIAL EDUCATION (RSP/SDC/SPECIAL NEEDS) DEFINITION Under general supervision, to perform a variety of follow-up instructional activities; to assist in the conduct of training and learning activities with children experiencing special learning needs; to perform a variety of routine clerical and supportive activities for instructional personnel; and to do other related work as required. ESSENTIAL DUTIES • Assist instructional personnel with the presentation of learning materials and of instructional exercises. • Tutor individual students and small groups of students with special learning needs to reinforce and follow up learning and training activities. • Monitor and assist students with special learning needs in drill, practice, and study activities as a follow-up to the presentation of instructional lessons by instructional personnel. • Direct students into safe learning and play activities and functions, and assist in shaping of appropriate social behaviors. • Assist in the management of acting-out student behavior through the use of positive reinforcement strategies and other appropriate techniques. • Assist in the preparation of a variety of instructional materials and learning aids geared to the instructional level of children with special needs. • Maintain a variety of records and files, including confidential student records and medical information. • Operate and assist students in the operation of a variety of instructional aids and media, and computer assisted instruction equipment and software programs. • Monitor and assist in the remediation of specific learning problems and conditions. • Assist as necessary in accommodating students health and hygiene needs (toileting, catheterizing, feeding, lifting, and positioning). • Perform routine first aid that may include aiding children experiencing seizures or respiratory disorders. • Observe and monitor children with physical handicapping conditions in accordance with an individual education plan, and request appropriate assistance for pupil experiencing physical distress. • May change and diaper children who experience bowel and bladder control problems. • Maintain or assist in maintaining an orderly, attractive, and positive learning environment. • May participate in parent conferences, and pupil instruction and training planning processes. • Provide a variety of skill building activities with children who experience language and hearing disorders. QUALIFICATIONS Knowledge of: Basic concepts of child growth and development and developmental behavior characteristics, particularly pertaining to pupils with special learning needs; Behavior management strategies and techniques relating to pupils experiencing atypical control problems; Appropriate English usage, punctuation, spelling, and grammar; Basic arithmetical concepts; Routine record storage, retrieval, and management procedures. Ability to: Demonstrate an understanding, patient, and receptive attitude toward students of varied age groups, particularly those exhibiting specialized needs; Appropriately manage student behavior and guide student toward more acceptable social behaviors; Communicate effectively in oral and written form; Perform routine clerical tasks and operate a variety of educational and office related machines and equipment; Learn to utilize a variety of appropriate instructional materials and procedures in the enhancement of a training and educational environment; Understand and carry out oral and written directions; Establish and maintain cooperative working relationships with children and adults. 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: One year of paid experience working with children of various age levels requiring a specialized learning environment. Education: Equivalent to the completion of the twelfth grade, preferably with training or course work in child growth and development, special education, instructional technology, or a closely related field. SUMMARY OF PHYSICAL DEMANDS RATINGS The following analysis entails an evaluation of the “Physical Demands” factors of the job as it exists. This method provides a basis for permitting modification to fit the capabilities and needs of workers with disabilities. Rating Symbol Key: NP = Not Present – Does not exist O = Occasionally – Up to 1/3 of the time F = Frequently – From 1/3 to 2/3 of the time C = Constantly – 2/3 or more of the time 1. STRENGTH: A. Standing 33.3% Walking 33.3% Sitting 33.4% B. Lifting O 25 lbs. Carrying O 25 lbs. Pushing O 25 lbs. Pulling O 25 lbs. 2. CLIMBING O BALANCING O 3. STOOPING C KNEELING C CROUCHING C CRAWLING NP 4. REACHING C HANDLING C FINGERING O FEELING NP 5. TALKING: Ordinary C Other O HEARING: Conversations C Other Sounds NP 6. SEEING Acuity, Near C Acuity, Far C Depth Perception NP Accommodation NP Color Vision NP Field of Vision NP 7. PHYSICAL DEMANDS RATING SUMMARY: Medium Work: 2 (3) (4) (5) (6) (DOL Physical Demand Categories 1 to 6 are very significant to the customary performance of the job if contained in parentheses). 8. PHYSICAL DEMAND COMMENTS: Examples of Significant physical abilities are associated with instructing and supervising Special Education students in a classroom environment, e.g., reading, distributing materials, recording information. SUMMARY OF ENVIRONMENTAL CONDITIONS RATINGS The following analysis represents evaluation of the surroundings in which the job is performed. Environmental Conditions must by definition be specific and related to the job. Key to Environmental Factors Rating: NP = Not present in the job environment S = Seldom – Under 5% of work day O = Occasionally – Up to 1/3 of the time F = Frequently – From 1/3 to 2/3 of the time C = Constantly – 2/3 or more time 1. ENVIRONMENT: Inside 75% Outside 25% Comments regarding “Outside work site location” = Playground/fields 2. EXTREME COLD NP 3. EXTREME HEAT NP 4. WET/HUMID F Comments regarding “Wet and/or Humid Conditions” = Water cleaning items 5. NOISE 80 decibels VIBRATION NP Comments regarding “Noise” = Children, bells, school yard 6. HAZARDS: Mechanical S Explosives NP Electrical S Radiant Energy NP Burns NP Other Hazard/s NP Comments regarding “Mechanical Hazards” = Staples 7. ATMOSPHERIC CONDITIONS: Fumes NP Mists NP Odors C Gases NP Dusts S Poor Ventilation NP Other Atmospheric Hazards NP Comments regarding “Odor Exposure” = Body waste, body odors Comments regarding “Dust Exposure” = Dirt, chalk 8. PROTECTIVE CLOTHING – DEVICES: Latex gloves, back belt (SED), first aid kits, earthquake kit. 9. E. C. SUMMARY: Inside Work: 2 3 (4) 5 6 (7). Numbers encircled by () indicate significant involvement of factors enumerated and rated above.