Early Childhood Special Education Service Teacher​/Inclusion Support

Early Childhood Special Education Service Teacher/Inclusion Support

This position will support students in general education early childhood settings who are receiving specialized instruction from a teacher and/or service providers. Candidates should have experience in coaching, modeling, and implementing best practices for preschool age children with identified disabilities to ensure access to the least restrictive environment.

• Provide individualized, explicit, evidence-based instructional practices directed at developing skills in the following instruction areas:
  • adaptive skills
  • communication skills
  • physical and motor development
  • personal and social development
  • perceptual development skills
  • cognitive skills
• Provide ongoing coaching, modeling, and consultation to teams regarding best practices for supporting preschool-age children in the least restrictive environment.
• Support teams during early childhood transition processes to ensure high levels of open communication between sending and receiving teams.
• Assess child development in each curricular and developmental area of need.
• Provide differentiated instruction and support for children with differing communication needs.
• Develop appropriate, measurable goals and objectives for each child on caseload, incorporating state- or federally mandated program-level practices and curriculum, such as those in Great Start Readiness Programs (GSRP) and Head Start (HS).
• Serve as case coordinator for students in inclusive settings and direct service provider for some students on caseload, including maintaining services logs.
• Develop functional behavioral assessments and utilize data to create and implement behavior support plans as needed.
• Regularly monitor individual child progress, including completing entry and exit assessments for child outcome data.
• Keep required records accurate and timely.
• Maintain organized and proactive schedules for meeting student service times across the county.
• Plan and provide regular learning opportunities for parents, including home visits and community experiences.
• Collaborate with related service providers.
• Incorporate the use of evidence-based interventions for classroom management and student behavior.
• Provide on-the-job training, assign duties, supervise, and evaluate teacher assistants assigned to services.
• Engage in ongoing, high-quality, professional learning.
• Stay current on local, state, and national early childhood research and regulations.

• Performs other duties as assigned.

• May manage and supervise students and paraprofessionals in the educational environment.

• Bachelor’s degree in education.
• Experience with an array of early childhood settings and the natural environments of preschool-age children.
• Knowledge and experience with high-leverage practices, explicit instruction, differentiated instruction, and best practices in autism (e.g., START, Project Impact, AT/AAC, social communication, etc.) and developmental delays.

• Michigan teaching certificate with the following endorsements: ZS Early Childhood endorsement OR ZA Early Childhood endorsement with at least one other qualifying special education endorsement (cognitive impairment or autism spectrum disorder preferred).

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from parents, coworkers and the general public. Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.

Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clearly and concisely in written or verbal communication.

While performing the duties of this job, the employee is frequently sitting and standing while performing the duties of this job. The employee may occasionally bend or twist at the neck and back while performing the duties of this job. Specific vision abilities required by this job include close vision such as to read typewritten material. The employee may occasionally lift up to 90 pounds to assist students in bathrooms and…