Special Education Inclusion Teacher

Location: Saenz Elementary Closing Date: Until Filled Primary Purpose Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self‑contained, team, departmental, or itinerant capacity as assigned. Qualifications Education/Certification: Bachelor’s degree from accredited university. Certification: Valid Texas teaching certificate with required special education endorsements for assignments. Special Knowledge/Skills: Knowledge of special needs of students in assigned area; knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation; skills to adapt curriculum and instruction for special needs; effective communication skills. Experience: One year student teaching or approved internship. Major Responsibilities and Duties Collaborate with students, parents, and other staff to develop IEPs through the ARD Committee process for each assigned student. Implement an instructional, therapeutic, or skill‑development program for assigned students and provide written evidence of preparation as required. Conduct assessment of student learning styles; plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of assigned students. Present subject matter effectively and according to guidelines established by the IEP; employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each assigned student. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special‑education students in regular classes with assignments. Participate in ARD Committee meetings on a regular basis. Participate in selection of books, equipment, and other instructional media. Conduct ongoing assessments of student achievement through formal and informal testing. Provide or supervise personal care, medical care, and feeding of students as stated in the IEP. Assume responsibility for extracurricular activities as assigned, sponsoring outside activities approved by the campus principal. Consult district and outside resource people regarding education, social, medical, and personal needs of students. Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior and administer discipline, including intervening in crisis situations and physically restraining students as necessary according to the IEP. Consult with classroom teachers regarding management of student behavior according to the IEP. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Plan and assign the work of teacher aides and volunteers and oversee completion. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers. Maintain professional relationships with parents, students, and colleagues. Participate in staff development activities to improve job‑related skills. Keep informed of and comply with federal, state, district, and school regulations and policies for special‑education teachers. Compile, maintain, and file all physical and computerized reports, records, and other documents required. Attend and participate in faculty meetings and serve on staff committees as required. Participate and execute other duties as assigned by administration. Supervisory Responsibilities Direct the work of instructional aide(s). Demands and Factors Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment. Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting. Motion: Frequent walking. Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities; control behavior through physical restraint; assist non‑ambulatory students; lift and move adaptive and other classroom equipment; may work prolonged or irregular hours. Environment: Exposure to biological hazards. Mental Demands: Maintain emotional control under stress. #J-18808-Ljbffr Alice Independent School District