Special Education Paraeducator Aide HQ Autism

PARADEUCATOR AIDE III

HIGHLY QUALIFIED STATUS (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 one of the following:
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 administered by Educational Testing Services (ETS) with a score of at least 460.

Under supervision, assists teaching staff in a special education classroom by providing individual or group assistance based on students’ functional and academic needs and/or behavioral support needed. The aide may also provide attendant services to students with intellectual and/or physical disabilities and perform related work as required.

The Teacher Aide III works in a special education classroom assisting the teacher and/or a special education student within general and/or special education settings, including CLS, EC, MA, SIP, Strategies for autism, social resource, and resource classrooms, as well as one‑on‑one assistance. At Title I schools, a Teacher Aide III must also be highly qualified. The aide may act as a liaison between general education teachers, resource teachers, preview instructional information when possible, and attend seminars and conferences.

The Teacher Aide may be assigned to a variety of special education programs or individual students requiring adult support based on their IEP. Duties include, but are not limited to:

• Assist students with intellectual, physical, or behavioral disabilities in boarding and de‑boarding buses before and after school.
• Assist students in reaching proper locations in school and accompany them into general education classrooms.
• Provide attendant services such as diapering, toileting, washing faces, etc., as needed.
• Support instruction in proper health and hygiene habits and perform delegated procedures such as clean intermittent catheterization.
• Move students weighing 50–80 pounds on a daily, repetitive basis following proper safety procedures.
• Prepare and help feed students as needed, support instruction in functional life skills, and modify general education classroom assignments occasionally.
• Follow behavior plans outlined in students' IEPs and use positive behavior management techniques.
• Assist with lesson assignments, reinforce learning concepts, maintain discipline and order in the playground, lunchroom, library, and classrooms, and accompany students on field trips.
• Arrange and adjust wheelchairs, oxygen hoses, and other equipment as needed and communicate with special education teachers about concerns and observations.
• Assist in maintaining bulletin boards, administer medication when trained, and help operate classroom equipment or assistive technology devices.
• Record student progress towards goals and develop instructional materials, graphs, and charts.
• Assist in modifying general education curriculum, participate in district training programs, and implement non‑violent behavioral intervention procedures.
• Maintain confidentiality regarding student information and records.

The Early Childhood Special Education Program serves three‑, four‑ and five‑year‑olds with disabilities. It provides a developmentally appropriate curriculum addressing all areas of child development, including literacy and math readiness, gross and fine motor skills, self‑help skills, communication skills, and social skills. Classroom activities also develop cognition, receptive and expressive language, and social/emotional development.

The Early Childhood SIP Program focuses on social–emotional development and serves students with behavioral challenges in a small group setting. In this classroom, both EC and SIP practices are followed to best meet student needs.

The Early Childhood Strat Program serves students with deficits in…