Special Education Assistant- Behavior Support

Position Purpose

Working under the supervision of teachers and are a viable part of the total instructional program. The services performed by the teacher aide/assistant include instructional, clerical, supervisory, and behavior management duties. The overall role of the teacher aide/assistant is to provide support services to the classroom teacher. Aides/assistants are expected to implement programming as directed by classroom teachers, administrators, or the Case Conference

Working under the supervision of teachers and are a viable part of the total instructional program. The services performed by the teacher aide/assistant include instructional, clerical, supervisory, and behavior management duties. The overall role of the teacher aide/assistant is to provide support services to the classroom teacher. Aides/assistants are expected to implement programming as directed by classroom teachers, administrators, or the Case Conference
Committee. Teacher aides are expected to follow the Bylaws and Policies of Special Education, their assigned school, and the school corporation in which their classroom is located. This position would work in either the Behavior Support Program or the Autism Spectrum Disorder Program.

• Playground, lunchroom, rest periods, loading and unloading buses, hall duty, and other supervisory duties as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
• Children in these programs may struggle with self-regulating emotions or sensory needs which results in a need for more direct supervision.
• Candidate must be able to keep children in designated areas as students may present escape-related behaviors.
• Support tasks will vary according to each classroom or student's needs and may include, but are not limited to the following:
• Developing positive relationships with students and staff.
• Assisting students with basic hygiene activities and routines.
• Implementing Behavior Intervention Programs as directed by the teacher.
• Some students with emotional or autistic disabilities require extraordinary self-discipline, patience, and understanding.
• Other support tasks as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
• Teacher aides/assistants may be asked to ride/monitor buses, if the need arises.
• When riding/monitoring a bus involves extending the workday, the teacher assistants will be paid for the extra hours involved.
• Some aide positions require one to one services for students with autistic/emotional behaviors.