Stamford High School: FTE Special Education Paraeducator - Autism Spectrum Disorder; ASD

Position: Stamford High School: 1.0 FTE Special Education Para educator - Autism Spectrum Disorder (ASD)
Position Type:
Paraeducators/Special Education Paraeducators

Date Posted:
1/9/2026

Location:
Stamford, CT

Date Available:
Immediate

Closing Date:
Until FilledThe filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE: PARA EDUCATOR - SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

ASD - Autism Spectrum Disorder
This program is specifically designed for students who have a diagnosis of Autism Spectrum Disorder. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting. The ASD classrooms focus on delivering instruction while utilizing ABA methodology with BCBA supervision. Classrooms have at least one teacher and four para educators. Learning is occurring in small groups, with individual instruction as well.

Data is taken to drive educational decision making. Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy.

PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.

SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator

EXAMPLE OF DUTIES & RESPONSIBILITIES:

STUDENT SUPPORT DUTIES & RESPONSIBILITIES:

• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.

GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:

• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.

KNOWLEDGE, SKILLS & ABILITIES:

• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.

MINIMUM QUALIFICATIONS:

• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the Para Pro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other…