Job Description / Essential Elements:
Level II Special Education Instructional Assistants perform a variety of duties in support of instructional activities for students who are enrolled in special education programs.
NATURE AND SCOPE
Under the general direction of the assigned administrator or certificated staff member, supports the instructional program for special education students. Work is performed in a classroom, community, small group, or one-to-one environment. The Instructional Assistant applies well-developed communication skills sufficient to interact with administrators, teachers, other staff members, parents, and students in formal and informal settings.
This is a more specialized position than that of Instructional Assistant I-Special Education. Instructional Assistants in this category work with individuals and small groups of students who are enrolled in moderate or moderate/severe special education classes, or provide one-to-one or one-to-two support to special education students in either a general or special education classroom. Students enrolled in moderate or moderate/severe classes are being instructed using an alternative functional academics/life skills curriculum or are being instructed using the general education core curriculum but with specialized instructional techniques, such as those used for students with autism or emotional disabilities. Students who require one-to-one support require extensive assistance throughout the day in order to access their curriculum. Instructional Assistants providing support in any of these settings are often required, after appropriate training, to administer medical procedures, provide instruction through use of specialized techniques, and work independently with a minimum of supervision in home, school, and community environments.
ESSENTIAL TYPES OF DUTIES (Examples)
•Assists certificated special education teacher or specialist in planning and conducting lessons and other classroom, small group, or one-to-one activities.
•Assists certificated staff in the implementation of the students’ Individualized Education Programs (IEPs).
•Applies specialized techniques/strategies such as community-based instruction, behavior intervention level systems, structured teaching, picture communication systems, large print materials, mobility training, Brailling, and all types of assistive technology including assistive and augmentative communication systems, as required.
•Prepares instructional materials and cleans up after activities.
•May be assigned to work one-to-one with a student in a regular education or special education classroom
•Consults with the teacher or specialist about necessary accommodations and/or modifications needed by individual students in the special and/or general education classroom.
•May supervise student(s) away from the school site without a certificated teacher present. May travel with students on public transportation and visit work sites.
•Observes and controls behavior of students according to approved procedures and/or individual behavior plans.
•Supervises students and assists in maintaining order on the yard, playground, lunch area, community-based settings, and during other school activities such as field trips.
•Monitors classroom activities when the teacher is absent from the room. Accompanies students going from one location to another.
•With proper training and under the supervision of the School Nurse, may be required to perform medical procedures for students such as tube feedings, tracheostomy suctioning, catheterization, and monitoring the use of portable oxygen tanks.
•May assist with medical emergencies, perform first aid, and administer medication under the supervision of the School Nurse and following appropriate training.
•May assist students with personal hygiene activities such as toileting, diapering, and other personal care activities.
•Assists certificated staff in administering a variety of formal and informal assessments.
•Confers, as needed, with teachers, specialists, and other school personnel concerning the instructional program and activities, progress of students, and concerns about students.
•Confers with teachers and specialists, as needed, in the development and assessment of individual student goals and objectives in preparation for IEP meetings. May be required to attend IEP meetings to share information about individual students.
•Prepares and maintains a variety of confidential files and records for assigned program and/or students.
•Operates a variety of office and classroom equipment including computers, copiers, fax machines, audio-visual equipment, adaptive equipment, etc.
•Performs a variety of clerical duties such as scoring papers, recording grades, taking role, data collection, and preparation of paperwork related to the development of the IEP.
•Prepares bulletin board materials and decorates the classroom. Assists in maintaining a neat, orderly, and attractive learning environment.
•Performs other duties as assigned.
Knowledge and Skills: Requires knowledge of child development; basic understanding of general and special education alternative curriculum and instructional materials used in each of the basic subjects and at various grade levels; basic understanding of the special education program and it’s purpose; and basic English language and math skills. Strong communication skills in both formal and informal settings are essential. Requires good record- keeping, clerical and computer skills.
Abilities: Requires the ability to plan learning activities and deliver instruction under the guidance of appropriate certificated staff, provide curriculum modifications and accommodations as requested for individual students, perform duties independently and with minimal supervision when working one-to-one or in community environments, perform simple clerical tasks, operate standard office and classroom machines and equipment, communicate satisfactorily in oral and written form, and establish and maintain effective working relationships with others. Requires the ability to communicate with students, staff, parents and the public using patience and courtesy, and in a manner that reflects positively on the District. Must be able to work well independently and as part of a team.
Physical Abilities: Position involves light to moderate physical effort which may include frequent standing, walking, lifting (up to 50 pounds), bending; occasional climbing, crawling or stooping; and use of medium weight tools and materials. Requires visual acuity and depth perception to recognize words and numbers, and speaking and hearing ability sufficient to hear over a phone and carry on conversations. Work may be performed in an indoor/outdoor environment. A pre-placement physical examination may be required.
Experience and Training: Requires completion of an AA degree or equivalent post-secondary education, or the ability to pass an equivalency exam provided by the District. Specific experience working with children in a classroom or other organized setting is required; experience with individuals who have special needs is highly desirable. Must have or be willing to successfully complete training in the specialized techniques, strategies, and procedures required for each assignment.