Teacher of Students Visual Impairments

VI Teacher

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. Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide written reports.

Qualifications (Experience/Education/Certification):
Bachelor's degree from accredited university and valid Texas teaching certificate with required special education endorsements for assignments. One year student teaching or approved internship.

Major Responsibilities:

• Instructional Strategies
• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Provide and coordinate unique specialized instruction through daily lessons reflective of the curriculum and the student's IEP.
• Consult with classroom teachers, regular and special education personnel, parents, and students to coordinate programs and services for the visually impaired student.
• Coordinate large-type or Braille texts, supplementary materials, educational aids and equipment; monitor student's maximum participation in all classroom activities.
• 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.
• Use technology to communicate and to enhance student learning.
• Participate in ARD Committee meetings on a regular basis.
• Participate in selection of books, equipment, and other instructional media.
• Student Growth and Development
• Conduct and interpret functional vision/learning media assessments and complete written reports.
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated.
• Conduct ongoing assessments of student achievement through formal and informal testing.
• Classroom Management and Organization
• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion.
• Other
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical, and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.

Special Knowledge/

Skills:

• Knowledge of all applicable federal, state, and local laws, guidelines and procedures.
• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal, (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of how to adapt curriculum and instruction for special needs
• Skill in effectively managing a classroom and student behavior.
• Skill in communicating effectively with others.

Supervisory Responsibilities:

• Direct the work of instructional aide(s).

Working Conditions (Mental Demands/Physical Demands/Environmental Demands):
Tools/Equipment Used:
Personal computer and peripherals, and other instructional equipment. Posture:
Prolonged standing; frequent kneeling, squatting, bending/stooping, pushing/pulling, and twisting. Motion:
Frequent walking. Lifting:
May require heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours. Environment:
Exposure to biological hazards. Mental Demands:
Maintain emotional control under stress.