Special Educator, Infant/Child - PEID

Job Description

Job Description

OVERVIEW

A PE-ID Special Educator provides special education early intervention services to children aged birth-3 who are developmentally delayed, demonstrate atypical development or who are diagnosed with a syndrome or condition that is has a high probability of such. Special education intervention follows the parent coaching model and is centered around cognitive and play skill development. Because all early interventionists are cross trained to provide some intervention in each of the 5 areas of development, intervention may also focus on fine and gross motor development, language development, self-help/adaptive skill development and sensory integration.

Job duties include being part of collaborative assessment team to provide developmental assessments to our clients. Work is performed under general supervision and is guided by agency and PE-ID policies and procedures, Part C Practice Manual quality assurance, public and private payor guidelines, professional practices to include ethical standards related to client interactions, and state and federal licensure and accreditation regulations and guidelines.

DUTIES AND RESPONSIBILITIES

• Administers, analyzes and interprets results of standardized assessment instruments to evaluate and assess infant/toddler's cognitive, language and social/emotional development and self‑help skills; interviews parents/caregivers as part of assessments and prepares related reports.
• Develops appropriate goals and provides direct therapeutic intervention strategies integrated with family routines.
• Conducts parent training including modeling, teaching, and coaching play-based techniques.
• Provides support for parents and teaches parenting skills dependent on the child's individual needs as well as behavior modification techniques.
• Provides service coordination to families in accordance with Part C of IDEA and documents in chart.
• Works as part of a collaborative team with other members of the PE-ID staff to include Service Coordinators, Physical Therapists, Occupational Therapists, and Speech Therapists in order to provide a cohesive and educational experience for clients and their families.
• Facilitates linkages and/or assists individual and family directly with locating, developing or obtaining services and supports in the community.
• Provides educational information to the individual's family including their rights and responsibilities and confidentiality.
• Assists in transition of services from early intervention to entities to include schools. Advocates on behalf of the child and family for appropriate services, treatment, and management in these transition settings.
• Prepares and maintains case files, service plans, progress reports, records and other documentation related to the individual and services provided. Prepares reports for Medicaid SPO, Waiver, Part C reimbursement and other purposes.
• Attends and facilitates in-service training and staff development.
• Participates on treatment and assessment teams.
• Testifies in court.
• Attends professional training to maintain licensure.
• Performs related duties as assigned.

KNOWLEDGE, SKILLS, AND ABILITIES

Thorough knowledge of infant/child physical and intellectual typical development as well as developmental delays and disabilities. Working knowledge of theories, principles, practices and techniques of related therapeutic treatment and education; knowledge of supportive counsel­ing techniques; knowledge of assistive technology for the population; working knowledge of assessment tools and their uses.

Considerable knowledge of the Individuals with Disabilities Education Act (IDEA), Part C and B; considerable knowledge of the service and treatment providers, other agencies and community organizations providing services to the individual population; knowledge of individual manage­ment guidelines for Virginia; ability to personalize developmental goals to meet the needs of individual child, ability to work with adaptive and assistive devices e.g., switch toys, adaptive toys, sign language, pictures, light box kits, etc.; ability to teach infants, toddlers and their parents.

Ability to conduct effective interviews, observe, assess and record individual behaviors and functioning and develop treatment and service plans; ability to identify needs and link individuals with appropriate services; ability to establish and maintain rapport with the individual population; ability to establish and maintain effective working relationships with agency and facility staff and of other private and public facilities, agencies and organizations; ability to communicate effectively orally and in writing; ability to operate a vehicle; ability to function calmly in stressful situa­tions; ability to prepare and maintain detailed records and prepare related reports; ability to collect, compile and evaluate electronically sourced or other data and prepare reports.

TYPICAL EDUCATION, TRAINING AND WORK EXPERIENCE

Bachelors or Master's Degree in Education, Behavioral Sciences or related field and some professional experience providing direct services to children and infants.

LICENSURE AND CERTIFICATIONS

State certification as a Special Educator through VA Board of Education or a certificate in Family and Consumer Sciences. Once employed Educator must earn and maintain state certification as a Part C Provider and Service Coordinator. Certification in First Aid and Infant-Child CPR. Valid state driver's license.

OTHER

Must possess all qualifications and skills required by federal and state regulations to bill Medicaid for the services provided. See Medicaid Billing Addendum.

ENVIRONMENTAL AND PHYSICAL EXPOSURE :

Work may involve exposure to disagreeable environmental conditions and the necessity to interact with clients and families having unsanitary behaviors, poor hygiene and contagious illnesses. There is potential for violent or unsafe and/or unsanitary residences or other locations; potential for requirement to drive a vehicle in inclement, if not severe weather and to physically assist or lift children in the course of care.

RELATIONSHIPS:

Relationships require advanced communication, social and interpersonal skills, tact and the use of specialized techniques to elicit information from and convey information to clients including hostile and abusive children and family members; represent the program and individual to clinical professionals or other service providers, governmental organizations and regulatory agencies, law enforcement and judicial authorities, or other community stakeholders concerning client treatment, care coordination and programming; lead meetings, conduct briefings and make presentations.

RACSB maintains a drug-free workplace environment. All candidates who receive conditional offers of employment must successfully complete a pre-employment drug screening and background check, including criminal history, driving record, and verification of credentials. Additionally, employees are subject to random drug testing throughout their employment. Our comprehensive screening program reflects our commitment to maintaining a safe, healthy workplace and providing high-quality services to our community.