EXCEPTIONAL CHILDREN'S PROGRAM SPECIALIST

Beginning August 2026

Letter of Interest and Resume to:

Jennifer Custer, Director of EC Programs/Student Services (through 6/30)

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Taylor Vestal, Director of EC Programs (starting 7/1)

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DCS Exceptional Children's Program Specialist

General Statement of Job

Under limited supervision, performs a variety of professional, instructional, administrative, and leadership tasks to assist in the coordination of activities of the Exceptional Children's Department. Work involves functioning as a consultant to schools and ensuring the implementation of effective instruction and interventions, as well as required policies and procedures affecting students with disabilities. Employee works collaboratively with administrators, teachers, school psychologists, related services personnel, and parents. Employee is responsible for reviewing required EC forms and paperwork to help determine eligibility and placement of students with disabilities. Work is guided by and must be in compliance with federal and state statutes and regulations. Employee must exercise considerable independent judgment, leadership, and initiative in the performance of assignments. Reports to the Director of Exceptional Children.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Assists in ensuring compliance with state/federal rules and regulations in assigned schools.

Attends building level IEP meetings, as needed. Acts as LEA Representative, as determined appropriate.

Assists building level administrators in resolving issues relating to the delivery of special education services.

Provides technical assistance to special education classroom teachers in developing appropriate IEPs, structuring/organizing classrooms and schedule, developing behavior management plans, providing interventions, and implementing best practices in the classroom.


As appropriate, serves as a mentor or coach for special education teachers. Schedules/conducts professional development activities as needed.

Consults with parents, teachers, service providers, and regarding implementation of IEP local agencies.

Attends regional meetings, as needed.

Responds to calls and correspondence regarding all programs and services offered by the EC Department.

Functions as special education liaison for assigned schools.

Performs other related work as required.

KNOWLEDGE, SKILLS AND ABILITIES

• Considerable knowledge of federal and state statutes and regulations regarding provision of services to students with disabilities.
• Considerable knowledge of School Board policies, district procedures, and standards regarding EC education.
• General knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
• General knowledge of the North Carolina Course of Study, including Occupational Course of Study and Extended Content Standards.
• Skill in providing consultative services to school staff, supporting parents, and advocating for students.
• Ability to evaluate the effectiveness of existing programs and make recommendations for improvement.
• Ability to exercise independent judgment in determining eligibility, type of services to be provided, and placement of students with disabilities in the least restrictive environment.
• Ability to use common office equipment/technology, software, spreadsheet and file maintenance programs.
• Ability to maintain complete and accurate records and statistics in relation to federal reporting and local reporting, develop meaningful reports from the information, and to develop and conduct presentations.
• Ability to effectively communicate (both orally and in writing) with diverse groups and organizations.
• Ability to take initiative, multi-task, and prioritize.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.

MINIMUM TRAINING AND EXPERIENCE

Bachelor's Degree in Special Education, or a related field and prefer at least 5 years of successful teaching experience with students with disabilities; or any combination of training and experience which provide the required knowledge, skills and abilities.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment, classroom tools, and technology, including those for children with special needs. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

Conceptual Awareness: Requires the ability to observe, compare, and contrast various people, data, or items.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving and receiving instructions, assignments and/or directions.

Language Ability: Requires the ability to read correspondence, reports, forms, statutes, regulations, procedures, etc. Requires the ability to prepare correspondence, reports, forms, policies, etc. using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.


Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics and statistical inference.

Motor Coordination & Dexterity: Requires the ability to coordinate hands and eyes rapidly and accurately. Must have minimal levels of eye/hand/foot coordination.

Visual and Spatial Aptitude: Requires visual acuity to complete essential duties, including the ability to conceptualize visual representations, size, shape, and color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.


Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to perform this job.