Saint Joseph | Moderate Mental Disability Special Education Assistant

Assist teachers with a variety of instructional clerical student management and daily life activities for special education students in special education or general classrooms.

Assist teachers with a variety of instructional clerical student management and daily life activities for special education students in special education or general classrooms.

• Candidate must have a high school diploma or GED. Prefer candidate who has previous experience working with students with special needs.
• Must be flexible to meet the changing needs of students and have strong tutorial skills. Must be able to relate well with students staff and parents.
• Candidate must have a strong desire to see young people be successful.
• Must have a positive attitude and be able to complete tasks independently.
• Must have strong office computer and oral and written communication skills.
• Incumbents must possess knowledge of child guidance principles and practices and basic instructional methods and techniques.
• Must be willing to supervise students in community settings.
• Must participate in training provided by the Special Education Department.

• Provide continuous or designated one-to-one support to the assigned student throughout the school day and during school-sponsored activities as directed by the student's IEP and educational team.
• Assist the student in accessing instruction classroom activities school routines and the general education environment to the greatest extent appropriate.
• Modify or adapt materials and activities as directed by licensed instructional staff.
• Reinforce academic concepts and skills previously introduced by the classroom or special education teacher.
• Provide prompts cues modeling redirection and reinforcement consistent with the student's educational plan.
• Support the student's functional communication across classroom social and school environments.
• Assist the student with use of augmentative or alternative communication systems visual schedules communication devices picture systems or other communication supports when applicable.
• Reinforce appropriate social interaction peer engagement turn-taking self-advocacy and other social skills identified by the educational team.
• Encourage developmentally appropriate communication and interaction while maintaining the student's dignity and respecting individual communication preferences.
• Implement behavioral strategies positive behavioral supports reinforcement systems sensory supports visual supports and structured routines as directed by the student's IEP BIP or educational team.
• Recognize signs that the student may be becoming overwhelmed frustrated anxious dysregulated or otherwise in need of additional support and respond according to established plans and training.
• Assist the student in using taught coping self-regulation sensory and de-escalation strategies.
• Respond appropriately to challenging behaviors while maintaining a calm professional and supportive approach.
• Avoid the use of punishment humiliation unnecessary confrontation or behavioral practices not authorized by the student's educational plan or district procedures.
• Provide the minimum level of assistance necessary for the student to participate successfully and safely.
• Systematically reduce or fade prompts and adult assistance when appropriate and as directed by the educational team.
• Encourage the student to make choices communicate needs solve problems participate with peers and perform tasks independently whenever possible.
• Maintain appropriate supervision of the assigned student throughout the school day and during transitions arrival dismissal meals recess transportation community-based activities and other assigned settings.
• Closely monitor the student's safety when the student's disability may affect awareness of hazards impulse control elopement communication of needs or other safety-related skills.
• Follow established procedures for students who wander elope engage in unsafe behavior or require enhanced supervision.
• Immediately report safety concerns injuries suspected abuse or neglect bullying threats of self-harm or other concerns in accordance with district procedures and applicable law.
• Assist the student when required by the IEP or individual needs with activities such as eating dressing toileting hygiene mobility positioning and other personal care activities.
• Maintain the student's privacy and dignity while providing personal assistance.
• Follow applicable health sanitation…