Special Education Teacher: Self Contained; K-2

Special Education Teacher:
Self Contained (K-2)

Reports To: Building Principal or District Level Administrator

Flsa Designation: Exempt

This class is accountable for providing instruction and other educational supports such as case management to special needs students and assisting them in their academic and social development.

• General Experience
  • Bachelor's degree from an accredited college or university.
• Licenses, Certifications and Other Requirements
  • Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
  • Comprehensive Special Education, K-12 165 endorsement.
  • Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
• Knowledge, Skills, and Abilities
  • Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students.
  • Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom.
  • Knowledge of child development, educational philosophy, teaching methods and approaches, and currently researched best practices and strategies.
  • Knowledge of educational testing; learning theory, students' learning styles and needs, both academic and affective.
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research-Based Interventions (SRBI).
  • Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments (required for some positions).
  • Skill in classroom and behavior management; interpersonal relations and teamwork; organization; verbal and written communication.
  • Skill in signing, cued speech, and auditory‑verbal areas (required for some positions).
  • Skill in the five real‑life transition areas (required for some positions).
  • Skill in transitional service planning and remedial instruction.
  • Skill in utilizing computer technology for educational purposes, including word processing.
  • Skill in working with students having a wide range of disabilities.
  • Ability to apply the principles of PBIS and SRBI.
  • Ability to be flexible regarding meeting the changing needs of students, as well as varying modifications to District and State mandates.
  • Ability to create a structured and efficient working environment for students.
  • Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students.
  • Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units.
  • Ability to teach a variety of students, with varying disabilities, in a variety of classes.

• May provide work direction to paraprofessionals and clericals as assigned.

• Attends various meetings, such as staff, building, parent, team and case management.
• Communicates and provides consultation with team members, parents and guardians, and other outside agencies regarding students, their interventions, medications, and programmatic needs.
• Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs.
• Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards.
• Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students, and providing job coaching for students regarding their community job placement activities.
• Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards.
• Ensures that teams are utilizing concepts of least restrictive environment and best…