Inclusion Specialist

Inclusion Specialist Purpose Statement: The job of Inclusion Specialist is done for the purpose/s of supporting the inclusion of all students into the general education program, meeting the individual needs of students and ensuring access and engagement for all learners. This role focuses on modifying instructional materials, providing targeted interventions, and supporting teachers in implementing inclusive practices in their classrooms. The Inclusion Specialist plays a key role in training and coaching teachers to effectively deliver adapted curricula and instruction, fostering a collaborative and supportive environment for all students. This job reports to Assigned Administrator. Essential Functions Assist teachers in implementing systems for monitoring and evaluating student progress toward student goals for the purpose of ensuring that progress monitoring and documentation align with IEP requirements and instructional objectives. Coach teachers on implementation of effective modification techniques, co‑teaching strategies, and behavior management for inclusive and supportive classroom environments. Collaborate with curriculum and instructional teams for the purpose of creating standards‑based modifications that align with district‑wide educational goals. Collaborate with teachers and school staff for the purpose of assessing the effectiveness of adaptations and interventions and making data‑driven adjustments to enhance student outcomes. Contribute to the IEP process, as needed, by sharing insights on curriculum engagement, student progress, and instructional recommendations that support academic and personal growth. Create targeted intervention strategies within inclusive classrooms, small groups, and one‑on‑one settings for the purpose of supporting academic and social‑emotional development. Develop differentiated instructional materials, using core materials, for the purpose of enhancing accessibility for students with varied ability levels, cognitive functioning, and language skills. Develop systems for monitoring and evaluating student progress on adapted curricular goals for the purpose of documenting growth for grades, reporting and future planning. Facilitate professional development sessions for the purpose of strengthening teacher competencies in curriculum modification, differentiation, co‑teaching, and engaging all learners. Lead professional development sessions for the purpose of sharing inclusive education strategies, curriculum modification techniques, and best practices for supporting students with disabilities. Observe teachers and students for the purpose of ensuring engagement in the adapted curriculum through hands‑on activities, visual aids, and assistive technologies for the purpose of supporting varied learning styles. Partner with general education teachers for the purpose of implementing inclusive practices, offering feedback, guidance, and resources to support student engagement in diverse classrooms. Research, provide professional development and support implementation of a variety of instructional methods tailored to each student's learning style and needs for the purpose of promoting active participation and self‑advocacy skills. Review and adapt general education curriculum for the purpose of aligning with each student's Individualized Education Program (IEP) goals and developmental needs, modifying instructional materials, assessment, and activities as necessary. Support teachers in implementing accommodations and modifications required by IDEA (Individuals with Disabilities Education Act) and district policies for the purpose of fostering an inclusive learning environment. Serve as a member of site teams for the purpose of supporting a Multi‑Tiered System of Support (MTSS); convey and/or gather information required to perform functions and remain knowledgeable with program guidelines. Serve as a resource to teachers at various stages of the MTSS process (e.g., co‑teacher, new teacher orientation, instructional process, classroom management, curriculum, etc.) for the purpose of providing support and guidance as requested based on their knowledge and experience. Train teachers and new staff members (e.g., support plans, in‑service meetings, teaching techniques, test administration and test preparation training, etc.) for the purpose of improving teacher performance in all content area related areas. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill‑based competencies required to satisfy the functions of the job include adapting to changing work priorities; applying pertinent laws, codes, policies, and/or regulations; coordinating activities with other schools, districts and/or agencies; facilitating department goals; and organizing and communicating information and concepts. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; review and interpret highly technical information; write technical materials; and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge‑based competencies include curriculum, instruction, and subjects of teaching assignments; pertinent laws, codes, policies, and/or regulations; public relations protocols; and relevant professional standards and practices. ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job‑related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize job‑related equipment. Problem solving is required to analyze issues and create action plans. Specific ability‑based competencies include communicating with persons of varied educational and cultural backgrounds; meeting deadlines and schedules; providing leadership, direction, and team building; providing opportunities for the exchange of ideas; and setting priorities. Responsibility includes working under limited supervision following standardized practices and/or methods; directing other persons within a department, large work unit, and/or across several small work units; tracking budget expenditures. Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to effect the organization's services. Work Environment – The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine‑finger dexterity. Generally the job requires 0% sitting, 0% walking, and 0% standing. This job is performed in a generally clean and healthy environment. Experience : Job‑related experience with increasing levels of responsibility is desired. Education : Bachelor’s degree in a job‑related area. Equivalency : Master’s degree in a job‑related area. Required Testing Certificates and Licenses: Appropriate Arizona Teaching Credentials. Continuing Education / Training: Maintains Certificates and/or Licenses. Clearances: Criminal Background Clearance/Fingerprint Clearance MMR. FLSA Status: Exempt. #J-18808-Ljbffr