Special Education: AABLE Classroom Specialist; Academic and Applied Behavior Learning Environme

Special

Education:

AABLE Classroom Specialist (Academic & Applied Behavior Learning Environment)

Reports To: Director of Special Education or Special Education Coordinator

Classification: Paraprofessional

Wage/Hour Status: Non-exempt

Days: 188

Salary: See Compensation Plan for Paraprofessional/Administrative Support Staff, Pay Grade 205

Date Revised: 2/13/2025

Assist special education students with significant disabilities under the close supervision of a Special Education teacher in specialized learning environments.

Education / Certification:

• Minimum of 48 college hours or high school diploma/equivalent plus pass a District Assessment.
• Educational Aide Certification.
• Must obtain Mandt Training Certification.

Special Knowledge /

Skills:

• Knowledge regarding disabilities preferred.
• Knowledge of working with students with Autism.
• Ability to assist students in an organized set of activities per their individual education plans.
• Ability to assist students in acquiring independent living skills.
• Fluent in English (speaking and writing).
• Ability to assist with lifting, toileting, feeding and other daily living skills as needed.
• Ability to effectively work with adults.
• Physical capacity to lift, prompt, transfer and otherwise assist students with physical and behavioral disabilities (e.g. ability to lift 50 lbs).
• Trained in de-escalation and restraint techniques as required by the district.
• Ability to physically manage secondary students.

Experience:

• Background related to working with children and parents.
• Experience in working with students with significant disabilities.
• Minimum of one full year experience supporting students with disabilities such as Autism.

Instructional Support:

• Adhere to Texas Education Agency and district policies and procedures.
• Assist in carrying out the instructional program under the supervision of the Special Education teacher.
• Assist the teacher with job and task analysis of work skill sets.
• Follow Special Education teacher instruction and guidance.
• Create instructional materials/visual schedules as needed.
• Systematically collect data and documentation and complete situational assessments for students to support data driven job training decisions and further development of identified postsecondary goals.

Student Management:

• Work with students using appropriate interpersonal skills.
• Work with students to develop behaviors and social and communication skills.
• Provide direct support to students with disabilities as indicated in the students' IEPS.
• Follow the students' IEPS and the modifications/adaptations and instructional techniques recommended by related service staff.
• Be proficient in students' individual communication methods and strategies.
• Support students at their assigned campus to facilitate transition to a less restrictive environment or to prevent placement at a more restrictive environment.

Other:

• Exhibit professionalism and be a good role model for students at all times.
• Serve as a resource to other staff on issues related to students' needs and progress.
• Perform other related duties as required.

Provide the appropriate level of supervision and support to ensure student safety while developing job skill sets and independence. Maintain close communication with the teacher and immediately report concerns or incidents as they occur.

Computer, copy machine, and vocational training equipment.

Mental Demands:

• Maintain emotional control under stress.
• Work with frequent interruptions.
• Work with various types of disabilities including intellectual disabilities, autism and physical disabilities.
• This position requires regular in-person interaction with the public.

Physical Demands:

• Physical capacity to lift, transfer and otherwise assist students with physical and behavioral disabilities (e.g. ability to lift 50 lbs).
• Supporting students requires continuously standing and moving around the training areas.
• Frequent and/or prolonged standing, stooping, bending, pulling and pushing.

Spring Branch Independent School District is an Equal Opportunity Employer in compliance with Title IX and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of race, color, national origin, religion, gender, age, veteran status or disability.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.