Special Education Paraeducator Aide Autism

Summary

Description:

Under supervision, this role works in a special education classroom assisting teaching staff with a variety of instructional activities. It provides individual or group assistance depending on students' functional, living and academic needs, offers behavioral support, and may provide attendant services to students with intellectual or physical disabilities.

Special Education

Para educator Aide II 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 Para educator Aide II working at a Title I school must be highly qualified.

The role may act as liaison between general education teachers and resource teachers, preview instructional information when possible, and may attend seminars and conferences.

Para educator aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEPs. Duties include assisting students with intellectual, physical, or behavioral disabilities in boarding and de‑boarding buses before and after school; helping students reach the proper location in school; accompanying students into general education classrooms; providing attendant services (diapering, toileting, washing faces, etc.)

as needed; supporting instruction in health and hygiene habits; performing delegated procedures such as clean intermittent catheterization and emergency and first aid care; moving students weighing 50–80 pounds daily and repeatedly; following proper safety procedures; preparing and helping feed students; supporting instruction in functional life skills; modifying general education classroom assignments occasionally; following behavior plans outlined in students’ IEPs; using positive behavior management techniques;

assisting with lesson assignments; reinforcing learning concepts; maintaining discipline and order on the playground, lunchroom, library, and classrooms; accompanying students on field trips; arranging and adjusting wheelchairs, oxygen hoses, and other equipment; communicating with special education teachers about concerns or observations; assisting with bulletin boards; assisting with medication when trained; operating classroom equipment or assistive technology devices; recording student progress and preparing charts;

modifying the general education curriculum; participating in district training programs and implementing non‑violent behavioral interventions; and maintaining confidentiality regarding student information and records.

The Early Childhood Special Education Program provides services to three‑, four‑, and five‑year‑olds with disabilities, offering a developmental curriculum that addresses literacy, math readiness, gross and fine motor skills, self‑help, communication, and social skills. The classroom gives multiple opportunities to develop cognition, receptive and expressive language, and social/emotional development.

The EC SIP Program focuses on social‑emotional development and serves students with behavioral challenges in a small group setting, combining EC and SIP practices as needed.

The EC Strategy Program focuses on communication and social‑emotional skills for students with autism, offering a small group setting and extensive data collection to document progress. It combines EC and STRAT practices as appropriate.

The Early Childhood Inclusion Program offers services to three‑, four‑, and five‑year‑olds in classrooms with typically developing peers, providing age‑appropriate learning opportunities.

The SPED Integrated Kindergarten Program delivers a co‑teaching model covering all…