Special Education Teacher; Self-Contained

• Position Type:
  Student Support Services/ LD/ED Teacher
• Date Posted:
  10/21/2026
• Location:
  
  Michelle Obama School of Technology and the Arts
• Closing Date:
  10/26/2026

Grades: 5th - 7th

• Good physical health
• Clean background check

The teacher must have completed an ISBE-approved Special Education preparation program, which includes:

• Coursework in characteristics of learners with disabilities, methods of instruction, assessment, IEP development, and behavior management.
• Clinical/student teaching experience in a special education setting, ideally with students with multiple needs.

A Multi-Needs Special Education Teacher in grades 4–6 must demonstrate:

• Ability to design and deliver instruction aligned with Illinois Learning Standards and alternate standards (Dynamic Learning Maps – DLM).
• Competency in developing and implementing Individualized Education Programs (IEPs) with functional, academic, and life skills goals.
• Familiarity with adaptive curricula, augmentative communication, and assistive technology tools.

• Implementation of Positive Behavioral Interventions and Supports (PBIS) and Behavior Intervention Plans (BIPs).
• Skills in de-escalation, crisis prevention (CPI), and trauma-informed practices.
• Ability to work collaboratively with related service providers(OT, PT, SLP, Social Worker, Nurse), paraprofessionals, and families.
• Experience leading or contributing to multidisciplinary teams.

• Competence in teaching adaptive, vocational, and self-help skills based on students' developmental and functional levels.
• Understanding of transition planning and community-based instruction where appropriate.

Teachers must demonstrate knowledge of:

• Individuals with Disabilities Education Act (IDEA, 2004)
• Section 504 of the Rehabilitation Act of 1973
• 23 IAC Part 226 (Special Education Regulations)
• Confidentiality and FERPArequirements

• Compassionate, patient, and resilient demeanor.
• Strong organizational and documentation skills.
• Ability to differentiate instruction across multiple ability levels.
• Commitment to inclusion and equity for students with disabilities.