ESY-Special Education Instructor – ANTICIPATED

Job Title:

ESY‑Special Education Instructor – ANTICIPATED (Job )

Position Type:
Summer Programs / Teacher

Date Posted:
May 29, 2026

Location:

Wheeling Park High School, Ohio County Schools

Deadline for Application:
Thursday, June 4, 2026 at 4:00 p.m.

Term of Employment: 200 days

Salary:
Per Ohio County Schools Salary Schedule

• Date:
  June 10 – June 26, 2026
• Time: 7:30 a.m. – 1:00 p.m.
• Location:
  
  Wheeling Park High School
• Closed Dates:
  June 19, 2026 (Holidays and Calamitous Days are unpaid)

• Prior experience teaching ESY preferred.
• Prior experience teaching WV Essential Elements preferred.
• Familiar with Applied Behavior Analysis and use of Discrete Trial Teaching preferred.
• Valid West Virginia Teaching Certificate with Certification in Multi‑Categorical with an Endorsement in Autism or eligibility for permit and agreement to fulfill certification requirements.
• NCLB core content certification also preferred; if elementary position, K‑8 preferred or agree to obtain alternative certification.
• Provides a variety of behavior management techniques in a crisis situation before resorting to passive restraint.
• Exhibits the physical attributes to passively restrain both male and female students who display aggressive and violent behavior over an extended period of time.
• Strong written and oral communication skills.
• Ability to write clearly and concisely using correct grammar and spelling.
• Knowledge of Effective Schools/Teaching Research as it applies to exceptional students in an elementary and/or secondary school.
• Knowledge/experience interpreting and applying test data, including Alternate Performance Task Assessment.
• Knowledge/experience providing computer‑assisted instruction to exceptional students.
• Knowledge/experience providing established procedures for medically fragile students.
• Ability to demonstrate an understanding of procedures utilized in the Reading Program at the elementary level.
• Knowledge/experience developing and implementing IEPs and MEPs.
• Knowledge/experience in the appropriate identification and placement for exceptional students.
• Past experience preferred.
• Training and experience in a variety of strategies including PECS, TEACCH, Discrete Trial Teaching, Social Stories, Applied Behavior Analysis, RTI, Co‑teaching, DIBELS, Crisis Prevention Intervention.

• Provides a program that includes behavior management, emotional/social education, academic instruction, career education, leisure skills and daily living/survival skills (including toileting and related lifting).
• Assures that instruction is programmed in sequence and systematically presented.
• Utilizes a varied multidisciplinary approach when providing direct instruction and/or integrating with other instructional areas of study.
• Provides direct instruction which encourages students to generalize and maintain skills and attitudes in appropriate life situations.
• Selects learning outcomes with consideration given to sensory/motor impairments, present skills, age appropriateness, social acceptability, and functionality.
• Relates instructional learning experiences to the pre‑vocational or vocational portion of the student's educational program.
• Provides an environment that modifies or controls behavior problems.
• Conducts functional behavioral assessments (FBA) to determine what motivates and maintains a challenging/interfering behavior of an individual with disabilities.
• Develops, monitors, and modifies a behavior plan for students with disabilities.
• Enhances the student's feelings of self‑worth and develops the student's self‑control so that appropriate learning can occur.
• Establishes a classroom atmosphere that is caring and safe.
• Encourages individual social and academic growth.
• Promotes high self‑esteem by encouraging students to recognize and use their strengths.
• Establishes a classroom structure that provides a learning environment that is well‑planned, highly structured, consistent in expectations and consequences, and success‑oriented.
• Encourages students to become independent through the use of self‑help skills and to work at their greatest potential.
• Facilitates parental involvement in the management plans for individual…