South Bend Community School Corporation

Immediate Supervisor: Special Education District Supervisor, Building Administrators, and Director of Exceptional Learners. Provide direct instructional services with students with visual impairments individually or in the classroom as outlined in the IEP. Services may include instruction with classroom academics/curriculum and/or any of the following areas: Keyboarding, Concept Development, Adaptive VI Skills, Daily Living Skills, Braille, Career/Vocational Skills, Technology Training, Social Skills, Low Vision Devices, Efficient Use of Vision Study Skills, and Organization.. Adapt a variety of instructional and testing materials into appropriate media for students using equipment such as computer generated Braille translation software, scanner, Braille embosser, Braille writer and other equipment related to producing large print or tactile formats.. Work with testing coordinator to order state mandated assessments in large print/Braille.. All other duties as assigned by Special Education Supervisor and/or Director of Exceptional Learners.

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Position Title: Teacher of students who are Blind or have Low Vision (BLV) Salary Range: Teacher Contract Contract Length: School Year Position Summary: Plans for and provides services to students with visual impairments ranging in ages from 3-22 years across a variety of ability levels. Assesses students and provides interventions/supports to increase students’ ability to meaningfully access their educational program. Work collaboratively with general and special education staff, building level administration and central office administration to support the needs of students with disabilities. Immediate Supervisor: Special Education District Supervisor, Building Administrators, and Director of Exceptional Learners Essential Duties & Responsibilities <ul><li>Screen referrals for functional vision performance.</li><li>Administer functional vision assessment, learning media assessment and assist with technology assessment.</li><li>Obtain medical eye report through parent/doctor to include as part of required evaluation documentation. </li><li>Assist with registration of students with visual impairments for federal quota.</li><li>Complete required state reports.</li><li>Participate in m-Team evaluation process. </li><li>Act as TOR/TOS for students with visual impairments, write IEPs and/or present levels of academic/functional performance/goals/services, schedule/conduct and/or participate in case conferences/staffings and any other meetings with parents, and monitor/document and report on student progress on a regular basis. </li><li>Provide services (consultation and/or direct) to students who are eligible for special education services as a student who is blind or has low vision in accordance with the student’s individual education plan (IEP). </li><ul><li>Provide direct instructional services with students with visual impairments individually or in the classroom as outlined in the IEP. Services may include instruction with classroom academics/curriculum and/or any of the following areas: Keyboarding, Concept Development, Adaptive VI Skills, Daily Living Skills, Braille, Career/Vocational Skills, Technology Training, Social Skills, Low Vision Devices, Efficient Use of Vision Study Skills, and Organization.</li><li>Provide assessment of/and instruction in orientation and mobility skills, including awareness of body parts and position in space, conceptual development, sensory motor development and independent travel.</li><li>Assist students to successfully integrate both academically and socially into classrooms and encourage independence.</li></ul><li>Collaborate with school staff to meet the individual needs of the student. </li><ul><li>Collaborate with classroom teachers to plan and implement IEP accommodations for classroom activities.</li><li>Provide in-service training for classroom teachers and students, as needed, regarding information on different eye conditions and strategies to assist students with visual impairments.</li><li>Demonstrate and assist in the use of specialized equipment and adaptive technology for students with visual impairments.</li><li>Order large print, audio, or Braille materials, and/or tangible apparatus through ICAM or other sources. Distribute, collect, maintain or return such materials to IERC. Teachers are responsible for keeping track of equipment or materials purchased through federal quota or special education funds that belong to SBCSC as part of the VI program.</li><li>Adapt a variety of instructional and testing materials into appropriate media for students using equipment such as computer generated Braille translation software, scanner, Braille embosser, Braille writer and other equipment related to producing large print or tactile formats.</li><li>Work with testing coordinator to order state mandated assessments in large print/Braille.</li></ul><li>Counsel, involve, and engage parents in the educational process and engage in ongoing communication with them. </li><li>All other duties as assigned by Special Education Supervisor and/or Director of Exceptional Learners. </li></ul>Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Valid Indiana Special Education Teacher License in Blind/Low Vision. Language Skills: Ability to communicate verbally and in print effectively and thoughtfully with parents, staff and other stakeholders. Write reports, correspondence, and related documents. Present information and respond to questions from employees, vendors, and other stakeholders. Reasoning Ability: Identify, research, and resolve concerns through knowledge of special education programs and services. Awareness of the need for sensitivity to the emotion related to meeting the needs of students with special needs and their families. Other Skills and Abilities: Ability to work collaboratively with staff, students, parents and other stakeholders. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee is also regularly required to stand, walk, and sometimes to run. The employee may sometimes be called upon to provide assistance with the lifting and/or changing of students. Must have a valid driver’s license. Employee is expected to travel district wide to multiple locations in personal vehicle. Specific vision abilities required by this job include close vision such as to read typed or handwritten work. The employee frequently works irregular hours. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential function of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet, but may get loud at times. Work is mostly performed indoors. Works in standard office and school building environments. Must be able to work regularly scheduled hours and weekends when needed. Must be able to handle stress.

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