LES Self-Contained (CI) Classroom Teacher

District/Organization: Lakewood Public Schools
Position/Type: Teacher, full time

POSTED:
August 6, 2026

Position Summary

The Elementary Self-Contained Cognitively Impaired (CI) Classroom Teacher provides specialized instruction to elementary students with cognitive impairments in a self-contained classroom setting. The teacher develops and implements individualized educational programs (IEPs), fosters academic, functional, social-emotional, communication, and independent living skills, and collaborates with families and multidisciplinary teams to ensure students achieve meaningful progress in the least restrictive environment.

• Plan, implement, and evaluate individualized instruction aligned with each student’s IEP goals, state standards, and district curriculum.
• Differentiate instruction to meet the diverse cognitive, academic, behavioral, communication, sensory, and physical needs of students.
• Develop and maintain a positive, structured, and inclusive classroom environment that promotes student engagement and independence.
• Utilize evidence-based instructional practices, assistive technology, augmentative and alternative communication (AAC) systems, and adaptive materials.
• Conduct ongoing assessment and progress monitoring; collect and analyze data to inform instruction and document student growth.
• Develop, implement, and monitor behavior intervention plans (BIPs) using positive behavioral interventions and supports (PBIS).
• Collaborate with general education teachers to facilitate inclusion opportunities and support students in the least restrictive environment.
• Work closely with speech-language pathologists, occupational therapists, physical therapists, school psychologists, social workers, and other related service providers.
• Maintain accurate and timely documentation, including IEPs, progress reports, evaluation data, Medicaid documentation (if applicable), and compliance records.
• Schedule, facilitate, and participate in IEP meetings, parent conferences, and multidisciplinary team meetings.
• Communicate regularly with parents and guardians regarding student progress, concerns, and educational programming.
• Supervise and direct paraprofessionals by providing daily guidance, training, and feedback regarding instructional and behavioral supports.
• Ensure student safety by implementing health care plans, emergency procedures, and district policies.
• Participate in professional learning opportunities and maintain knowledge of current special education laws, instructional practices, and compliance requirements.
• Perform other duties as assigned by the building administrator or special education director.

Knowledge, Skills, and Abilities

• Knowledge of IDEA, FERPA, and applicable state special education regulations.
• Understanding of cognitive impairments, autism spectrum disorders, multiple disabilities, and related developmental disabilities.
• Ability to implement evidence-based instructional strategies and positive behavior supports.
• Strong classroom management and organizational skills.
• Ability to collect, interpret, and use student data to guide instruction.
• Excellent communication, collaboration, and interpersonal skills.
• Proficiency in educational technology, assistive technology, and data management systems.
• Ability to establish positive relationships with students, families, and colleagues.

Qualifications

Required

• Bachelor’s degree in Special Education or related field.
• Valid state teaching certification with appropriate Special Education endorsement for Cognitive Impairment (or eligibility to obtain certification).
• Knowledge of IEP development, implementation, and compliance requirements.
• Ability to work effectively with students exhibiting a wide range of learning, communication, and behavioral needs.

Preferred

• Master’s degree in Special Education.
• Experience teaching students with disabilities in an elementary setting.

Physical Requirements

• Ability to lift, transfer, position, and assist students as needed.
• Ability to stand, walk, bend, kneel, and move throughout the school day.
• Ability to safely implement physical assistance and behavioral intervention procedures consistent with district training.
• Ability to accompany students on community-based instructional activities and field experiences.