Early Childhood Special Education Teacher
Early Childhood Special Education Teacher -- Elementary School
Under the general supervision of the School Principal, the special education teacher plans and provides for appropriate learning experiences for students (ages three through five) with disabilities (ages three through five) in a variety of educational settings. The person in this position is responsible for creating a flexible program and learning environment that provides specialized instruction for students with disabilities, such that the students benefit from the general education curriculum to the greatest extent possible when supported with supplemental aides, accommodations, and other needed supports.
- Provide direct and indirect instructional support to students in a positive environment.
- Work collaboratively with general education teacher to provide instruction in an inclusive setting.
- Employ special education strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
- Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests.
- Teach socially acceptable behavior, as determined by the students' individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system.
- Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Establish and enforce rules for behavior and procedure for maintaining an environment conducive to learning for all students.
- Meet with parents to discuss their child's progress and to determine priorities for their child and his/her individualized educational needs.
- Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education plans (IEPs) designated to promote students' educational, physical, and social/emotional development.
- Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
- Provide crisis intervention, as needed, for students and those in inclusive classrooms.
- Assist in collection of data for providing appropriate classroom interventions.
- Serve as a member of a multidisciplinary team as appropriate.
- Assist in preparation of data for local, state, and federal reports.
- Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities.
- Perform related work as required.
KNOWLEDGE, SKILLS AND ABILITIES:
- Knowledge of necessary principles and application of theory into practice for effective instruction and behavioral supports that are beneficial for implementation with all students with disabilities.
- Knowledge of research-based instructional strategies and techniques.
- Knowledge of human behavior, development, and skill performance; individual differences in ability, personality, and interests; learning and motivation; the assessment and treatment of behavioral and affective disorders.
- Demonstrate the ability to provide positive behavioral support to students in a group and in an individual setting.
- Demonstrate an understanding of the federal, state, and local mandates governing the determination and delivery of special education services.
- Complete observations and reports pertaining to learning behaviors of students.
- Display the ability of work effectively with administrators, colleagues, central office and school-based staff, students, parents, and community members.
- Possess excellent human relations skills and a working knowledge of the English language in written and verbal form.
Educational Requirements and Certifications:
Bachelor's Degree required preferably in an approved program for special education
Must be eligible for or possess a valid teaching license from the State of Virginia with an endorsement in Early Childhood Special Education
Successful prior teaching experiences in Special Education preferred
FLSA Status: Exempt