SPECIAL DAY TEACHER FOR LEARNING DISABILITIES DEFINITION: To provide appropriate instruction as specified in the child's Individual Education Plan (IEP) for learning disabled students whose educational needs are so severe that they cannot be met in a regular school program for the majority of the school day with the use of supplementary aids and services and who meet the state criteria for learning handicapped class placement. EXAMPLES OF DUTIES: a. teach learning disabled pupils or those for whom this is the least restrictive placement basic academic and perceptual skills at the level of their emotional, physical and intellectual abilities, as determined by the I.E.P. Team; b. provide a practical curriculum which will enable students to acquire skills important for a successful and productive adult life; c. participate as a member of the I.E.P. Team ; d. develop, update and implement I.E.P.s annually; e. assess student performance and progress on an annual basis; f. maintain close parent and mainstream teacher contacts; g. maintain responsibility for special day class students through total day (even when they are mainstreamed); h. prepare lesson plans (for teacher and aide); i. supervision of aide(s) assigned to the classroom; j. provide career awareness training; k. prepare a Transition Plan and coordinate work experience and/or on-the-job training programs (students sixteen (16) years and older); l. work cooperatively with the psychologist and regular education staff (as appropriate) in the implementation of the Hughes Bill as needed; m. maximize mainstreaming for each student to the greatest extent possible based on individual needs and IEP plan; n. other duties as assigned. JOB QUALIFICATIONS: Knowledge of: a. learning theory, particularly for children with exceptional needs b. instructional materials; c. special education teaching techniques; d. academic assessment instruments and how to administer them; e. perceptual development and related remedial techniques. Ability to: a. develop and provide appropriate instruction; b. assess children's academic needs and performance; c. write Individual Educaion Plans (I.E.P.s) and keep I.E.P. file current and orderly; d. conference with parents and teachers; e. work as a member of the special education team; f. work as a team within the mainstreaming model. Experience: Special education teacher experience is desirable, but not mandatory. Credential: A clear Learning Handicapped credential or eligible for preliminary credential or emergency Learning Handicapped credential. SUPERVISION: Works under the joint supervision of the principal and the district's Coordinator of Student Services and Special Projects. Principal is responsible for the evaluation. Board adopted: 02/27/95