One-on-One Special Ed Aide (BRAILLE)-Seneca

Special Ed Aide - One On One (Braille) Non-Exempt

Supports the teacher and student to ensure the best possible learning experience for the special education children in a safe and secure environment while maintaining confidentiality.

Duties and Responsibilities:

• Assist an individual student one-on-one, small groups or classroom with students under the supervision of the teachers as directed.
• Provide direct support to a student with visual impairments, including assisting with access to instructional materials presented in Braille and/or other tactile formats as directed by the teacher or support staff.
• Assists student with completing academic tasks.
• Assists in engaging student with instructional activities developed by the teacher e. reading, writing, math, spelling, and life skills, etc.
• Assists in managing student behavior by properly implementing behavior management plans, including using Crisis Intervention and Prevention (CPI) training.
• Provides support in monitoring, intervening, and redirecting student behaviors. Acts to prevent and deescalate student behavior.
• Assist student with personal needs, including but not limited to hygiene, diapering, toileting and clothing.
• Familiarize yourself with individual student requirements and/or behavior plan.
• Assist in data collection related to behavior, academics, instruction, etc.
• Participate in professional development.
• Communicate with community, staff, and students to answer questions, disseminate or explain information.

Education, Experiences, Knowledge, Skills and Abilities:

Education:

This position requires high school diploma or equivalent.

Certificates, Licenses, or Registrations: May be required to take additional classes to address students specific needs.

Training is as follows:

• Annual Nonviolent Crisis Intervention Training (CPI)(6hrs)
• Annual Core Special Ed training as an overview of disabilities in general (3-1 hr sessions)
• Training in areas of physical development, social/emotional skills including behavior, cognitive and communication abilities, and daily living skills specific to student needs
• Individual training as needed for physical needs
• Training in Braille fundamentals and strategies for supporting students with visual impairments, including the use of tactile and adaptive instructional materials, as required based on student needs.

Experience:

• Experience working with children, required
• Experience working with special education students, preferred.

Knowledge:

• Knowledge of school policies and safety regulations, required.
• Working knowledge of computers, preferred.
• Basic knowledge of Braille or willingness to learn Braille and visual support strategies, required based on student assignment, preferred.

Skills:

• Good communication skills, required.
• Adaptability to learn, required.
• Patience, required
• Ability and willingness to learn and apply Braille-based supports and visual accessibility accommodations in an educational setting.

Abilities:

• Ability to adapt to a variety of teaching skills, require
• Ability to handle and relate to emotional and physical challenges, required.
• Ability to be caring, understanding, patient and friendly towards students, required.
• Ability to apply common sense to carry out instructions furnished in written, oral, or diagram form, required.
• Ability to communicate effectively with students, staff and community, required.
• Ability to read and interpret school policies and handbook, require
• Ability to effectively present information in one-on-one, small group, and classroom situations, require
• Ability to physically manage student behaviors and equipment, required.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists, required
• Ability and willingness to work in a high demanding, potentially stressful environment while maintaining composure, required.
• Ability and willingness to complete any necessary training required to successfully perform job responsibilities, required.
• Ability to follow through with outlined behavioral management plan or instruction programs, required.
• Ability to read, write, and communicate effectively in English to perform essential job duties, including but not limited to understanding and following safety instructions, responding appropriately to emergency situations, completing documentation, and interacting with English-speaking staff, students, community and supervisors, required.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee is frequently required to sit, walk, or stand for possible long periods of time. The employee is required to run after students when needed. The employee must be able to stoop and bend to assist with all aspects of student toileting, which may include diapering and lifting on and off the toilet, changing tables and mats, and other specific hygiene needs. The employee must have physical strength, agility, dexterity, acuity, reflexes, grasping, pushing, pulling, lifting, and mobility to perform job responsibilities. Assists with movement of students with special needs as required (positioning, lifting, transferring and physical intervention). May obtain food from the cafeteria, serves food, and feeds student or helps them feed themselves. The employee must occasionally lift and/or move up to 50 pounds and push or pull up to 90 pounds. i.e., students in wheelchairs. May facilitate students' use of mobility equipment such as leg braces, walkers, mobile standers and tricycles, etc. The employee must be able to assist Special Education students on and off buses. May be required to assist students on field trips.

Work Environment:

The noise level in the work environment is moderate to loud.

The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform the duties of the job.