Teacher Visually Impaired

Please see Special Instructions for more details.

Please be advised that Rhode Island College is unable to provide visa sponsorship for this position. Candidates must have authorization to work in the US without the need for employer sponsorship.

Position Information

Posting Number

Posting Number NC00880

Position Title

Position Title Teacher of the Visually Impaired

Division

Division Academic Affairs Division

Department Name

Department Name Sherlock Center, Vision Education and Services Program

Position Type

Position Type Staff - Non Classified

Position Overview

The Sherlock Center invites applications for a Teacher of the Visually Impaired, Paul V. Sherlock Center on Disabilities. The individual will work as an itinerant vision educator conducting vision assessments, providing vision instruction and other duties assigned by the director. The Paul V. Sherlock Center on Disabilities, founded at Rhode Island College in 1993, is a University Center for Excellence in Developmental Disabilities ( UCEDD ).

UCEDDs are evidence driven and designed to advance policies, practices and research that improve the health, education, social and economic well-being of people with disabilities, their families, and their communities. The mission of the Sherlock Center is to promote membership of individuals with disabilities in school, work and the community.

Primary Purpose

This teacher will be responsible for direct specialized instruction as well as indirect services to students who are blind or visually impaired (ages 3-21) as a member of a trans-disciplinary team in a variety of settings.

• Assessment and Evaluation: obtain and interpret for the TEAM , all eye related information, conduct and interpret functional vision and learning media assessments, recommend and collaborate in additional assessments as needed (low vision, physical therapy, occupational therapy, psychological, speech and language, etc).
• Participate in the development and implementation of Individualized Education Plans as a member of the trans-disciplinary TEAM .
• Provide direct, specialized instruction of developmental and compensatory skills as they relate to vision and visual impairment. These may include:
  Braille reading and writing (pre-Braille, Grade 1 and 2, Nemeth, etc), concept development, visual efficiency, print adaptations and learning devices, handwriting, typewriting, listening skills, study skills, tactual skills, communication development, motor development, activities of daily living, physical education, leisure and recreation, career education, and transition skills.
• Provide training and consultation to teachers, therapists, and support staff on the impact of vision loss as well as educational accommodations, modifications, and strategies necessary for full access to the general core curriculum and the expanded core curriculum.
• Prepare, obtain, and disseminate specialized materials and books – with an emphasis on developing and communicating timelines with appropriate personnel to ensure that materials are available when needed.
• Be knowledgeable of state regulations and procedures for referrals, assessments, IEP development, and progress reports.
• Consult with students, parents, teachers, counselors, and other school personnel regarding private and public agencies, schools, and resources within the community for students who are blind or visually impaired.
• Participate in developing, coordinating, and/or providing the continuum of related services needed by students who are blind or visually impaired.
• Collaborate with school technology personnel as well as agencies and vendors to assist in the assessment and use of assistive technology.
• Maintain records of student assessments, IEPs, reviews, release forms, etc. following policies regarding confidentiality.
• Maintain records of material and equipment requests, census information, etc.

Other related work as assigned by the RIVESP Program Coordinator and/or the Director of the Paul V. Sherlock Center on Disabilities.

Required Skills, Knowledge, and Abilities

• Comprehensive and up-to-date knowledge of best practices for children who are blind or visually impaired.
• Must be proficient in Grade II Braille and Nemeth Code.
• Ability to conduct functional vision and learning media assessments of children who are blind or visually impaired.
• Ability to develop, support, and monitor appropriate learning environments for students who are blind or visually impaired. This may include in-service training of school personnel,…