Paraprofessional - Special Education Autism Spectrum Disorder; ASD

Paraprofessional - Special Education ASD

Position

Purpose:

Under the direct supervision of a certified staff member, the paraprofessional is responsible for working as a team member to assist with students in the special education classroom to meet instructional goals and objectives. This person will also have a role in certain non-instructional and concept/skill reinforcement tasks and providing students the opportunity for additional adult/student relationships.

Schedule:

7 hours/day, 5 days/week, 38 weeks/year

Essential Job Functions:

• Assists and guides students individually or in small groups with education and social development to reinforce essential learning skills.
• Assists professional staff in administering classroom assignments and assessments.
• Assists in classroom preparations and strategies for differentiating instructional materials and skills according to individual student needs.
• Completes district provided Nonviolent Crisis Prevention Intervention (CPI) training and maintains certification.
• Assists in working within data tracking systems to document student learning, progress, and performance aligned with student's Individual Education Program (IEP), Personal Care Services (PCS), and Positive Behavior Support Plans (PBSP).
• Assists with classroom behavioral management to minimize disruptions and ensure an orderly and safe classroom for all students.
• Assists students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other non-instructional areas.
• Assists in students' medical, grooming, and self-care needs, including eating, tooth brushing, toileting, and diapering as needed per student's individualized Personal Care Services (PCS).
• Accompanies students on field trips to assist with supervision.
• Assists, as requested by teacher, with parent contact to foster effective and participatory parent involvement in student education.
• Assists students with disabilities in all aspects of classroom instruction to maximize inclusion, learning, achievement of IEP goals and objectives, etc.
• Willingness to be trained and effectively utilize any necessary student devices, such as, but not limited to, AAC communication devices, mobility devices, etc.
• Participates in the IEP process and serves as a resource for the student evaluation team as needed.
• Assists students with physical or mental disabilities with activities of daily living to maximize their ability to participate in school, social, and learning activities.
• Follows all applicable safety rules, procedures, and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs.
• Works as a team with teachers and related service providers to support the needs of students in the ASD program.
• Regular, reliable, and punctual attendance.

Additional Duties:
Perform any other related duties as assigned.

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Equipment:
Use standard office equipment, such as personal computers and copiers.

Travel Requirements:
Travel between schools, or between schools and central offices, may be required for certain positions.

Knowledge, Skills & Abilities:

• Ability to carry out instructions furnished in written or oral form.
• Ability to add, subtract, multiply, divide, and perform arithmetic operations to assist students as needed.
• Ability to understand, apply, and use personal computers and software applications (e.g., Word, Excel).
• Ability to work with and maintain confidentiality of information regarding students, employees, and others.
• Ability to establish a supportive and compassionate relationship with students with special needs.
• Ability to establish and maintain cooperative working relationships with students, staff, and others contacted in the course of work.
• Effective writing and verbal communication skills.
• Ability to work in an economically, culturally, linguistically, and racially diverse environment.

Qualifications:

• Two years of study at an institution of higher learning (equal to 60 credits) OR obtain an associate's degree (or higher) OR pass an approved formal state academic assessment.
• Prior experience working with students with Autism.
• Knowledge and training in proper classroom management techniques, such as verbal de-escalation skills and physical interventions, including Nonviolent Crisis Intervention (CPI), may be required.
• Willingness to participate in professional development as identified by the principal, the special education department, or the school district.

Physical and Mental Demands, Work Hazards:

Ada Requirements:
The physical demands, work environment factors, and mental functions described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential…