Autism Specialist @ Special Education Department

Position: 2025-2026 Autism Specialist @ Special Education Department

Autism Specialist @ Special Education Department

(Internal employees: Set to your account to internal before applying at )

Primary Purpose

• To demonstrate and model evidence-based strategies and best practices that support emotional/social, sensory, and behavior needs of students with autism in a variety of settings. Assist campus staff with assessing and shaping challenging behaviors of students with autism.

Qualifications Education/Certification

• Bachelor’s degree from a recognized, accredited college or university
• Valid Special Education Educator Certification
• ESL Certification preferred or ESL Certification required within two (2) years of employment beginning with teachers hired in 2010-11 school year

Special Knowledge/Skills/Abilities

• Excellent verbal, written, and interpersonal skills
• Ability to effectively communicate and share information with small and large groups of staff
• Possess prior knowledge and training in teaching students with Autism and the principles of Applied Behavior Analysis
• Crisis Prevention Intervention training certification required within one month
• Knowledge of specially designed instruction
• Knowledge of federal and state special education rules and regulations

Experience

• Minimum of three (3) years of successful classroom teaching experience

Major

Responsibilities and Duties:

Program Management

• Model and provide feedback on the implementation of evidence-based practices for students with autism and other disabilities.
• Coach campus staff to use the Full Individual Evaluation and current data to write effective IEP’s for students with autism and other disabilities.
• Coach campus staff to write, monitor, and implement behavior intervention plans for students with autism and other disabilities.
• Visit campuses regularly to ensure the implementation of evidence-based strategies for students with autism and other disabilities.
• Collaborate with Special Education Coordinators regarding classroom observations, student data, and progress.
• Provide written feedback/action plans to campuses regarding recommendation of strategies necessary to support students with autism and other disabilities.
• Assist campuses with data collection and monitor data systems.
• Facilitate/conduct regular district-level trainings, meetings, and/or staffings with campuses regarding the needs of students with autism and other disabilities.
• Assist campuses as needed with intensive behavioral support needs of individual students, which may require the use of physical restraint as indicated through Crisis Prevention Intervention training.
• When relevant, facilitate the process of In Home/Parent Training services with campuses and trainers in the district when relevant.
• When relevant, assist with the development and facilitation of Parent Training meetings to support parents of students with autism.

Other

• Follow district safety protocols and emergency procedures.
• Maintain an appropriate level of technology competence to meet the current and future needs of Alief.
• Implement alternative methods of instruction as needed.
• Perform other duties as assigned.

Supervisory Responsibilities

None

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board’s policy for Professional Non-Supervisor Personnel.

Mental Demands/Physical Demands/Environmental Factors Tools/Equipment Used

Standard office equipment including computer and peripherals

Posture

Standing, potential sitting in a chair or on floor, occasional kneeling/squatting, bending/stooping, pushing/ pulling, and twisting.

Motion

Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching; may also require climbing stairs and reaching over head. May be required to use restraint techniques only as a last resort (only after appropriate training.). Must be able to run or walk quickly in order to prevent elopement of a student. Must be able to employ basic blocking and deflection strategies with students exhibiting aggression (after appropriate training).

Lifting

Frequent moderate lifting and carrying (up to 50 pounds); occasional heavy lifting and carrying (25-60 pounds); assisting with toileting students

Environment

May work prolonged or irregular…