Special Education Paraeducator Aide HQ

Overview

PARA EDUCATOR AIDE III HQ:
Individual selected into this position must be Highly Qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements:
Completed at least 48 semester hours of credit at an accredited college or university; or obtained an associate's degree or higher degree from an accredited college or university; or passed the Para Pro Assessment prepared and administered by Educational Testing Services (ETS) with a score of at least 460.

Summary

Description:

Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

The Teacher Aide III works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi-Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one-on-one assistance. Additionally, a Teacher Aide III working at a Title I school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences.

Teacher aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEPs (Individualized Education Program). Duties may include: assist students with intellectual, physical, or behavioral disabilities; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.) to students as needed;

supports instruction in proper health and hygiene habits; performs delegated procedures and first aid as necessary; move students weighing 50-80 pounds daily; follow safety procedures; prepare and help feed students; support instruction in functional life skills; modify general education classroom assignments as needed; follow behavior plans as outlined in IEPs; use positive behavior management techniques; assist with lesson assignments; reinforce learning concepts;

maintain discipline and order in school settings; accompany students on field trips; adjust wheelchairs, oxygen hoses and other equipment; communicate with special education teachers about concerns and observations; assist in maintaining bulletin boards; may assist children with medication when trained; assist in the operation of classroom equipment or assistive technology devices; assist in recording student progress toward goals and developing instructional materials;

assist in modification of the general education curriculum; participate in district training and implement non-violent behavioral intervention procedures; maintain confidentiality of student information and records.

EC - Early Childhood/Pre-K:
The Early Childhood Special Education Program serves three-, four-, and five-year-olds with disabilities with developmentally appropriate curriculum addressing all areas of child development including literacy, math readiness, motor, self-help, communication, social skills, and development of cognitive, receptive and expressive language and social-emotional skills.

EC SIP - Early Childhood/SIP:
Focuses on social-emotional development and serves students with behavioral challenges in a small group setting. A combination of EC and SIP practices may be followed.

EC STRAT - Early Childhood/Strategies:
Focuses on communication and social-emotional skills using strategies suitable for students, often on the autism spectrum; includes data collection to document progress.

IEC - Early Childhood/PreK; IK - Integrated Kindergarten; CLS - Comprehensive Life Skills; SIP - Social Intervention Program; STRATEGIES; SOCIal RESOURCE; AH - Hearing Impaired; VI - Vision Impairment:
Each program description covers service delivery models, disability considerations and adaptations to curriculum and environment.

Education/

Experience:

Any education and experience that would provide the required knowledge and skills is qualifying. A typical path includes:

• Any experience that would demonstrate the ability to successfully perform the duties and responsibilities.

Knowledge:
Educational principles and techniques; student behavior and characteristics; basic discipline and positive behavior…