Special Education Teacher - Adaptive Curriculum

Special Education Adaptive Curriculum (Division-Wide Autism)

Title:

Special Education Adaptive Curriculum (Division-Wide Autism)

Position Summary

The Special Education Adaptive Curriculum Teacher (Division-Wide Autism Program) provides specialized instruction and individualized educational programming for students with Autism Spectrum Disorder (ASD) who require intensive academic, behavioral, communication, and functional supports. The teacher develops and implements standards-based instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), while fostering communication, independence, social-emotional growth, and functional life skills.

Working collaboratively with families, general education staff, and related service providers, the teacher creates a structured, supportive learning environment that enables students to achieve their highest level of academic and personal success.

Essential Functions

Deliver specialized instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), addressing the unique academic, communication, behavioral, sensory, social-emotional, and functional needs of students with Autism Spectrum Disorder (ASD).

Implement evidence-based instructional practices for students with autism, including structured teaching, visual supports, task analysis, explicit instruction, social narratives, prompting strategies, reinforcement systems, and other research-based interventions.

Provide individualized instruction in communication, literacy, mathematics, adaptive behavior, functional life skills, and social skills using differentiated, multi-sensory, and developmentally appropriate instructional strategies.

Support students' communication development through verbal language, Augmentative and Alternative Communication (AAC), visual communication systems, and other individualized communication methods, as appropriate.

Develop and implement Positive Behavioral Interventions and Supports (PBIS), Behavior Intervention Plans (BIPs), and proactive behavioral strategies that promote self-regulation, independence, and positive social interactions.

Modify curriculum, instructional materials, classroom activities, assessments, and learning environments to ensure meaningful access to instruction while meeting each student's individualized needs.

Create and maintain highly structured, predictable, and supportive classroom environments that promote student engagement, independence, safety, and successful transitions throughout the school day.

Plan and implement instructional activities that promote communication, social interaction, executive functioning, sensory regulation, adaptive behavior, and functional independence.

Collaborate with general education teachers and related service providers to facilitate successful inclusion opportunities through instructional planning, accommodations, modifications, co-teaching, and progress monitoring.

Monitor student progress using observational data, curriculum-based assessments, behavioral data, functional skill assessments, and progress-monitoring tools to evaluate growth toward IEP goals.

Maintain accurate and timely educational records, including IEP documentation, progress reports, behavioral data, assessment records, Medicaid documentation (when applicable), and all records required by federal, state, and division regulations.

Communicate regularly with parents and guardians regarding student progress, behavioral supports, communication development, instructional programming, and individualized educational needs.

Participate in eligibility meetings, IEP meetings, manifestation determinations, Functional Behavioral Assessments (FBAs), Child Study meetings, and other multidisciplinary team meetings to support student success.

Collaborate with administrators, school psychologists, speech-language pathologists, occupational therapists, physical therapists, behavior specialists, school counselors, nurses, social workers, and other professionals to implement comprehensive student support plans.

Implement accommodations, modifications, and specially designed instruction across all educational settings in accordance with students' IEPs.

Collect, analyze, and maintain instructional, behavioral, communication, and functional performance data to guide instructional decisions and ensure compliance with local, state, and federal reporting requirements.

Utilize division-approved crisis prevention, de-escalation, and behavior management strategies while maintaining a safe, supportive, and respectful learning environment.

Promote the development of self-advocacy, communication, social competence, daily living skills, functional independence, and successful participation in school and community settings.

Maintain professional competence through ongoing professional learning in autism-specific instructional practices, behavior supports, assistive technology, curriculum development,…