Special Education Instruction Assistant - Adult Transition Program

Job Title

SPED Instructional Assistant

TBD

Student Supports - Special Education

Education: Targeted job-related education that meets the organization's requirements.

Certificates & Licenses: Must have two years of college credit (48 semester credit hours from an accredited university, excluding remedial courses); an Associate's Degree from an accredited university; or a passing score on the Para-Pro exam. Must have or be willing to obtain First Aid and CPR certification.

Other: Must have or be willing to obtain a passing score on the Para-Pro exam in lieu of college credit. Criminal Justice Fingerprint/Background Clearance is required.

Training: None Specified.

Full Time

Classified

Non-Exempt

The role of Special Education Instructional Assistant was established to work with individual and/or small groups of students under the supervision of a professionally licensed teacher, providing support through Individualized Education Plans (IEPs). The SPED IA may support students in general education classrooms, special education classrooms, or during intervention. Employees receive assignments including classroom support, intervention delivery, support services, data collection, lunchroom, playground, and related arts support.

• Adapt classroom activities, assignments, and materials under the direction of the supervising teacher.
• Adapt classroom work to provide students with instructional materials that address individualized learning plans within established lesson plans.
• Administer classroom assignments, tests, homework assignments, make‑up work, etc.
• Administer immediate first aid and medical assistance as instructed by a health care professional (e.g., diapering, tube feeding, colostomy bags, medication, etc.).
• Assist in completing all record‑keeping requirements.
• Assist in designing/utilizing appropriate materials for individual students in the general or special education classrooms.
• Assist in instructing children in health and personal habits, such as eating, resting, and toilet habits (specifically Early Intervention).
• Assist in maintaining a safe work and play environment.
• Assist teachers in implementing modifications and/or adaptations in the educational environment, instructional materials, and/or equipment for special education students.
• Assist students individually or in small groups with lessons to practice and/or reinforce learning concepts and assist students in reaching academic goals and grade‑level standards.
• Assist students, under the supervision of special education and/or general education teachers, in working toward meeting IEP objectives and goals.
• Assist teacher in maintaining a positive, orderly, and academically focused learning condition in the instructional environment.
• Assume responsibility for knowing and following safety rules and proper procedures associated with the responsibilities of the job.
• Assume responsibility for having regular and timely attendance.
• Collaborate with instructional staff, other school personnel, parents, and a variety of community resources for the benefit of and in the best interest of students in academic areas, athletics, special programs, extra‑curricular activities, etc.
• Communicate with teachers as may be required to assist in evaluating progress and/or implement IEP objectives (where applicable).
• Discuss assigned duties with classroom teachers to coordinate instructional efforts.
• Dress children and change diapers as necessary.
• Employ and implement de‑escalation/restraint strategies. Restraint training and certification is required.
• Employ special education strategies or techniques during instruction to improve the development of sensory and perceptual‑motor skills, language, cognition, or memory as directed by supervising teacher.
• Follow all board policies, school system rules and administrative regulations.
• Foster cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults.
• Implement IEPs that focus on improving areas of skill deficits.
• Implement self‑care programs, including…