Teacher Blind Or Visually Impaired Sy

General Information

Title: Teacher of Students who are Blind or Visually Impaired

Licensure: Professional Educator License (PEL), Licensure in Orientation & Mobility Preferred

Endorsement: Teacher of Students Who Are Visually Impaired

Classification: Certified Licensed - 10 months - 195 days

FLSA Status: Exempt

Reports to: Program Administrator/Coordinator

Salary Classification: Per NSSEA Salary Schedule - starting at Lane I Step 0 (Pending Negotiations)

Benefits: Per NSSEA Collective Bargaining Agreement

Reviewed/Revised: 3/2023

The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21 by developing, selecting and modifying instructional plans and materials of students utilizing Braille, large print and technological devices. Teachers will provide input regarding the planning of instructional goals, benchmarks/objectives, and methods regarding students' Individualized Education Plans (IEPs).

Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide interpretations of assessments on the impact on students' learning.

• Provide specialized instruction and services required to meet the unique educational needs of students with visual impairments.
• Assist the student, parents, special and general education personnel, and the student's sighted peers in understanding the unique educational needs and learning characteristics of visually impaired students.
• Provide information about services and support available from local programs for visually impaired students.
• Acquire information regarding local, state, and national resources for the education of visually impaired students.
• Interpret specific eye conditions and the educational implication of the visual impairment and the results of functional vision and learning media assessments.
• Consult regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.
• Assist the site administrator and teachers in making environmental adjustments for the student in the school.
• Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
• Coordinate large-type or Braille texts, supplementary materials, educational aids, and equipment needed by the visually impaired student, and the classroom teacher, to ensure the student's maximum participation.
• Provide instruction in the development and maintenance of skills as indicated in the IEP; low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills.
• Collaborate with Individual Education Plan (IEP) team in developing student IEPs, including goals and supplementary aids and services.
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Proficiently implement technology to enhance and provide access to students' instructional programs, communicate, collect and analyze data, and compile reports.
• Maintain appropriate student behavior control and establish a productive classroom or learning environment.
• Participate in team meetings and parent conferences.

• Assume appropriate roles as adult model, behavior manager and educator.
• Assume responsibility for continued professional growth.
• Assume other duties and special projects as assigned.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.

• Perform the physically demanding job functions; strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• Physical capabilities of climbing and balancing are seldom required for the most physically demanding job functions.
• Physical body movement of stooping, kneeling, crouching and/or crawling is seldom required for the most physically demanding job functions.
• Upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.

• Valid Professional Educators License (PEL) with an endorsement for a Teacher of Students Who Are Visually Impaired.
• Participate in twelve (12) hours of Crisis Prevention Intervention (CPI) training and techniques.
• Licensure in Orientation and Mobility preferred.
• Collaborate effectively with students, parents and other professionals.

Specific skills related to proficient use of technology systems, computers and electronic communication…