Under the direction of a program administrator or principal, to provide remedial programs and instructional activiites to preschool students in the areas of academic, comminications, social, behavioral and other educational skill areas: to plan, develop, organize and conduct a comprehensive educational and remedial program for special needs students; to conduct communication lab activities designed to remediate language and articulation disorders; to participate as part of a multidisciplinary assessment team to evaluate preschool students and determine educational needs.

EXAMPLES OF DUTIES:

Uses research based methods in teaching and instructing preschool students with mild and moderate communication delays, learning disabiliites, and developmental delays in a Special Day Class setting in a subject matter areas such as pre-academic readiness, socilaization, receptive and expressive communication delays, fine and gross motor skills, and self help skills.

Assesses students in the above areas and participates as a member of a multidisciplinary team to assess new referrals to the District.

Under the direction of Speech and Language Pathologist, provide Communication Lab experience for those students not requiring special day setting, but who need  itinerant intervention to improve articulationa and language skills.

Provide an educational environment that establishes, maintains, and reiforces appropriate pupil behavior, attitudes, and social skils.

Implements a Total Communication classroom system that supports children in oral communication, signing and icon exchange.

Conducts yearly review of student progress and completes IEP to design individual children's educational programs.

QUALIFICATIONS - Knowledge of:

Principles, theories, methods, techniques and strategies pertaining to teaching and instruction of special needs preschoolers.

Development, growth, and behavioral characteristics of normal developing childrend and children experiencing educational and social dysfuntion.

Behavior management and behavior shaping strategies.

Classroom organizational techniques that may include picture/icon schedule boards; sequential task charts, non-verbal augmentative communication aids including various levels of assistive technology

ABILITY TO:

Direct and guide teaching assistants in the implementation of research based academic and  behavioral management systems.

Plan, organize, and conduct a comprehensive teaching and instructional program.

Determine and maintain timeline requirements for annual and triennial assessments and IEP's.

Work in a multidisciplinary team approach to positively impact learning fro children.

EXPERIENCE:

Successful completion of student teaching at an approved WASC college or university or two years of full time classroom teaching experience with the learning disabled child.

EDUCATION:

Credential Prefered - Educationa Specialist Instruction Credential Early Childhood Special Education (ECSE)  or

Level I, Clear, Level II, or life special education teaching credential with an added authoriztion in Early Childhood Special Education

Possession of an earned Baccalaureate or higher degree from a WASC accredited college or university with emphasis in Special Education, and concurrent enrollment in an Intern Program working towards a Mild/Moderate - Moderate/Severe Special Day Class Credential.

Desired:

Spanish speaking and writing skills.

Training and/or background in a specific instructional methods including TEACCH, PECS, Discreet Trial, Positive Behavior Support, Assistive Technology, use of switches and non- verbal communication aids.

Board adopted: May 22, 2006