Asd Special Education Teacher

Avondale School District Position

Elementary Level ASD Classroom Teacher School Year:  FTE: 1.0

Location:

Woodland Elementary

Major

Duties And Responsibilities:

• Participate in the development and promotion of the special education philosophy of service and delivery
• Collect accurate ongoing data on children's programming
• Demonstrate good interpersonal skills to work collaboratively with staff members
• Provide direct instruction for ASD certified students, in the areas of academic skills, communication skills, and social skills
• Provide direction to classroom para educators
• Demonstrate the ability to assess student's progress
• Communicate with parents regarding student progress
• Remain in compliance with all State and Federal rules and regulations that govern Special Education
• Proficient in facilitation, writing, and implementing IEPs and Behavior Plans
• Develop IEPs that are in compliance with goals and objectives that provide for educational benefit
• Demonstrate knowledge in utilizing assistive technology for students with ASD
• Assist students with basic needs including feeding, toileting, etc.
• Perform the other duties as requested by the Administrator
• Promote parent and school community education in the area of autism
• Promote student philanthropy for those affected by autism

Qualifications:

The individual selected for this assignment will be the one who offers the best combination of qualities in accordance with the following standards and requirements:

• Current Michigan Certification with appropriate endorsement for Autism Spectrum Disorder preferred or enrolled in a planned program
• A minimum of two years of successful special education or support service working with ASD classrooms
• Knowledge of the techniques of modification and accommodations as they relate to the general education curriculum
• Demonstrates a full understanding of ASD and how ASD instruction should be delivered
• Proficiency in developing Present Levels of Academic Achievement and Functional Performance statements, IEP goals and objectives, Functional Behavior Assessments, and Behavior Plans
• Non-violent Crisis Intervention certification
• Ability to meet physical demands, including, but not limited to: run, kneel, sit on the floor and rise from the floor, and ability to lift 40 pounds
• Should have a high energy level and the ability to respond quickly to a variety of situations
• Evidence of the candidate's ability demonstrated through:
  Excellent communication skills; A conceptual understanding of human growth and development, learning theories and teaching methodologies, special education service delivery models, and state and federal rules related to special education