Intermediate Special Education Teacher Deaf

7932
- Intermediate Special Education Teacher for Deaf

• Position Type:
  Certified/ SPED Teacher
• Date Posted: 6/25/2026
• Location:
  
  Beverly Hills Intermediate School

Special Education Teacher

187 Days

T07-T08

Click for Salary Schedule

The itinerant teacher for students with deaf blindness provides students with specially designed instruction that is based on district curriculum and aligned with the student’s individualized education program (IEP). The itinerant teacher for students with deaf blindness works collaboratively with students’ IEP teams to address how students will access and progress within the general education curriculum and the expanded core curriculum.

Education/Certification:

• Bachelor's degree from accredited university
• Valid Texas Deaf and Hard-of-Hearing certification
• Texas Teacher Certificate in Hearing Impairment and or Visual Impairment preferred

Special Knowledge/

Skills:

• Demonstrate knowledge of hearing loss, vision loss, and its impact on students’ educational, social, and emotional development.
• Demonstrate knowledge of the IEP process, including evaluations, multidisciplinary approaches, goal setting, and implementation.
• Demonstrate general knowledge of curriculum and instruction.
• Demonstrate general knowledge of Universal Design for Learning principles and differentiated instruction.
• Demonstrate knowledge of assistive listening technologies as it relates to students who are deaf and hard of hearing and visually impaired.
• Demonstrate ability to read and interpret evaluation and assessment results (e.g., audiograms, state assessments).
• Demonstrate effective collaboration and facilitation skills.

• Collaboratively with the IEP team, develop and implement the student’s IEP utilizing specially designed instruction that is aligned with the curriculum and required content strategies.
• Lead and participate in IEP meetings for students assigned to designated caseload.
• Prepare and maintain IEP documents in a timely manner, including progress updates.
• Collaborate with classroom teachers in planning lessons to meet the accommodations and modifications needed for students with dual sensory impairments.
• Implement positive behavioral interventions and supports with discipline management procedures.
• Employ a variety of instructional techniques incorporating current technology tools applying the principles of Universal Design for Learning to facilitate individual student learning.
• Differentiates instruction for students with disabilities by employing a variety of instructional strategies.
• Develop data‑driven statements that accurately reflect each student's present level of academic achievement and functional performance based on formal evaluation and classroom‑based assessment data.
• Utilize the district’s web-based management systems to plan, implement, and monitor services for individual students by collecting, analyzing, tracking, and using specific data.
• Engage students in work that develops thinking skills.
• Supervise skilled 1:1 teacher assistants and assist in specialized training and developing student‑specific materials for instruction.
• Maintain and improve professional competence by participating in district staff development.
• Participate in Texas Teacher of the Deafblind Pilot Project for the initial 2 years of the position through related trainings and technical assistance.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Establish and maintain open lines of communication with students, parents, and community members, including Region 4 ESC, DARS, and TSBVI.
• Attend and participate in department meetings and committees.
• Assist students with personal care needs.
• Perform other job‑related duties as assigned.

Supervise assigned instructional paraprofessionals and assist in the supervision of assigned student teachers/ interns and/or volunteers.

Mental Demands: Ability to communicate effectively (verbal); ability to instruct; maintain emotional control under stress; interpret policy, procedures, and data.

Physical Demands/Environmental Factors: Frequent standing; stooping; bending; kneeling; pushing and pulling; possible heavy lifting of students; biological exposure to bacteria and communicable diseases; exposure to students who may display violent behavior.