Special Education Teacher -Incidences​/K-9; Adaptive​/Resource

Special Education Teacher High-Incidences/ K-9 (Adaptive/Resource) for the 2026/27 School Year

Purpose:

The Special Education Resource Teacher provides support and specialized instruction to students with high-incidence disabilities, such as learning disabilities, mild intellectual disabilities, emotional/behavioral disorders, and speech/language impairments. The teacher works with students primarily in a resource setting but may also support students in inclusive classrooms. The teacher is responsible for developing and implementing Individualized Education Programs (IEPs) that address the unique academic, social, and behavioral needs of each student while collaborating with general education teachers and other staff to promote student success in the least restrictive environment.

Building Principal

Exempt

• Bachelor’s Degree in Special Education
• Valid Kansas Teaching License in Special Education
• Health and Inoculation Certificate on file in the District Office (after an employment offer is made)
• Strong knowledge of IEP development, data collection, and progress monitoring
• Excellent communication, collaboration, and organizational skills
• Patience, compassion, and the ability to build strong relationships with students, families, and colleagues

• Master’s Degree in the field of education
• Three-plus years of certified teaching experience
• Experience working with students with learning disabilities, emotional/behavioral disorders, and other high-incidence disabilities
• Ability to differentiate instruction and modify curriculum to meet the individual needs of students
• Familiarity with assistive technology and resources that support students with learning disabilities
• Experience with data collection and using progress monitoring tools to drive instructional decisions

To perform this job successfully, an individual must be able to perform each essential function satisfactorily:

• Develop and implement individualized education programs (IEPs) for students with high-incidence disabilities aligned with district and state standards
• Provide direct instruction in small group or one-on-one settings to support students
• Adapt and differentiate general education curriculum and materials to meet students’ learning needs and facilitate their success in the general education classroom
• Collaborate with general education teachers to co-plan, modify instruction, and provide accommodations and supports for students in inclusive settings
• Use data-driven decision-making to assess student progress, track IEP goal attainment, and adjust instruction and interventions as needed
• Implement behavior interventions and supports to address students’ social-emotional and behavioral needs
• Conduct ongoing formative and summative assessments to monitor academic and behavioral progress and to inform instruction
• Ensure compliance with all federal, state, and district special education regulations, including maintaining accurate records, documentation, and progress reports
• Participate in IEP meetings, multidisciplinary team meetings, and parent-teacher conferences, providing updates on student progress and collaborating on educational goals
• Communicate regularly with parents/guardians regarding student progress, strategies for support, and ways to reinforce skills at home
• Collaborate with school staff to address the comprehensive needs of students
• Participate in professional development activities to remain current with best practices in special education and instruction for students with high-incidence disabilities
• Adheres strictly to professional ethics
• Prepares completely and adequately to carry out responsibilities for all students within the classroom
• Performs administrative work related to the assignment, including completion of all reports required by the District
• Attends staff conferences and is available for pupil and parent conferences, including conferences for writing IEPs and staffing for special education
• Supervises students in and around the school building, including before and after the school day, as assigned by the building principal
• Ability to react positively to…