Inclusion Assistant

Inclusion Assistant

Work Schedule:

10 Months Salary Classification:
Non-Exempt/Support Staff Salary Schedule Group D $18.24

General Statement Of Responsibilities:
The Inclusion Assistant assists the Special Education and General Education Teachers with instruction and medically relevant support for students with educational disabilities. This position assists with academic and functional curriculum and may provide adult support with daily living skills, behavioral support, reinforcement of school-based therapy goals, and vocational skills. Inclusion Assistants work at multiple sites throughout the District and may provide supports and services for students while engaged in community-based instruction and job skills development.

Essential Functions

• Assists teacher in implementation of students' Individualized Education Programs (IEPs);
• Provides direct health services and support to students with seizures, tracheotomy suctioning and changing, respiratory support, "G" tube feedings (bolus and continuous), supported oral motor functiong for eating, catheterization, medication administration (oral and "G" tube), CPR and First Aide;
• Provides direct assistance with daily living skills (including hygiene, toileting; feeding);
• Monitors student safety and provides appropriate supports and interventions as outlined by teacher/case manager/administrator/nurse or health assistant;
• Implements (under guidance and direction of certified teacher) functional and meaningful instructional adaptations and accommodations;
• Assists and supports students with augmentative communication systems (low/high tech, Braille, sign language, etc.);
• Obtains and implements in-depth knowledge (through training) of positioning, standing, walking, transferring methods, and individualized school-based physical and occupational therapy routines;
• Implements de-escalation and/or crisis intervention techniques;
• Supports implementation of positive behavioral intervention procedures;
• Transports and provides instructional supports to students in community-based instruction sites as directed by teacher and using SUSD vehicle;
• Assists in implementation of supported work assessments and vocational training plans;
• Collects data to meaningfully assess individual student goals and objectives, communicating regularly with case manager/teacher;
• Establishes and maintains positive working relationships with students, peers, families, related-service providers, District personnel, community members, and outside service agencies;
• Models people first language;
  Assists teacher in preparing supplies and materials needed for instruction;
  Supports student engagement in classroom instructional activities (to include special education and general education environments);
  Performs other related tasks as assigned.

Qualifications

• A. Required Education, Training & Experience Arizona Fingerprint Clearance (at time of employment) High School Diploma or equivalent;
  Associate's degree, 60 hours of college credit, or evidence of passing score on approved paraprofessional exam (must be submitted prior to employment);
  American Heart Assocation CPR and First Aide certification required prior to employment;
  Valid Arizona driver's license. Crisis Prevention Institute (CPI) Non-Violent Crisis Intervention Training (within 6 months of employment and provided by SUSD)
• B. Physical Requirements Ability to assist students with restricted mobility, if necessary;
  Ability to lift more than 50 pounds, if required;
  Ability to attend to student personal care routines, if required;
  Ability to call for assistance and/or emergency 911;
  Ability to physically perform CPR and First Aide.
• C. Commitment & Dependability Willingness to perform as an integral member of a successful educational services support team;
  Dedication and commitment to providing the highest level of service and care;
  Willingness to learn about specialized techniques related to the needs of students with educational disabilities;
  Adherence to policies and procedures.

Performance Expectations

• Time Management:
  Must be able to plan two to twelve weeks in advance;
  Stress Management:
  Ability to cope with periodic stress and intermittent…