Instructional Assistant-Special Education

BASIC FUNCTION

Provides instructional support and assistance to teachers and special‑education students in mild, moderate, severe, early childhood, and RTI instructional programs. Supports classroom instruction, behavior management, clerical duties, and helps students develop self‑help, toileting, personal hygiene, social and communication skills.

Assignments and work hours vary with student needs: typically 6 hours per day, five days per week, for 10 months per year.

• Assist teachers in implementing Individual Education Plans (IEPs) and lesson plans in special‑education and regular classrooms.
• Provide instructional assistance to individual or small groups of special‑education and RTI students in classroom or community settings.
• Support regular‑education students and special‑education students during mainstreamed activities.
• Perform clerical duties such as preparing, typing, copying instructional materials; scoring papers; maintaining student records and attendance logs.
• Assist students with personal care skills, including toileting, feeding, meal preparation, and safe transportation to and from school or community sites.
• Assist teachers with behavior management, redirecting behavior, and reinforcing instruction for students with learning or communication challenges.
• Set up work areas, display materials, and operate classroom equipment (calculator, copier, timer, computer, token board).
• Direct group activities, supervise recesses, assemblies, and playgroup activities; accompany students to field trips and work sites using public transportation.
• Monitor safety of students in indoor and outdoor travel settings; teach travel, self‑advocacy, and safe pedestrian skills.
• Maintain an orderly learning environment and practice health and safety procedures.

• High‑school graduation.
• At least two years’ experience working with children in a specialized learning environment.
• Successful completion of the district examination: written examination (50%) and qualifications appraisal interview (50%).

• Child development principles and behavioral characteristics.
• Applicable laws, codes, regulations, policies, and procedures for special education.
• General school functions, policies, rules, and regulations.
• Student problems and concerns related to special needs.
• Behavior management strategies for students with atypical social behaviors.
• Basic subjects taught in district schools (arithmetic, reading, writing, grammar, spelling).
• Child guidance principles, especially for students with behavioral and/or learning disabilities.
• Safe classroom practices and basic instructional methods.
• English usage, grammar, spelling, punctuation, and vocabulary.
• Oral and written communication skills.
• Interpersonal skills using tact, patience, and courtesy.
• Confidentiality of student records.
• Basic record‑keeping and data‑collection techniques.
• Operation of office and classroom equipment and computer software.

• Assist an assigned teacher with instruction and related classroom activities.
• Perform clerical duties related to classroom activities.
• Monitor, observe, and report student behavior and progress per approved policies.
• Reinforce instruction to individuals or small groups as directed by the teacher.
• Understand and empathize with children who have special needs.
• Establish relationships and cooperate effectively with others.
• Communicate orally and in writing.
• Follow oral and written instructions and operate staff equipment.
• Observe health and safety regulations.

Open – classroom, outdoor, and special‑education learning environments, working with children with varied mental, emotional, and physical impairments.

• Dexterity to operate standard office and classroom equipment.
• Ability to sit or stand for extended periods.
• Bending, kneeling, or crouching to assist students.
• Visual and auditory requirements to read materials and monitor activities.
• Reaching overhead and moving children in and out of wheelchairs.

• Potential contact with body fluids.
• Potential contact with dissatisfied or abusive individuals.