Autism Resource/Classroom Teacher

Position Title: Autism Resource/Classroom TeacherSalary Range:Contract Length:Immediate Supervisor: Principal, Special Education Supervisor, Special Education DirectorBasic Function:Essential Duties & Responsibilities:Collaborate with school staff to meet the individual needs of students.Problem-solve with teachers, paraprofessionals, and other school staffConduct small group and individual trainings to increase understanding of students specific needs and facilitate appropriate accommodationsWork with School nurses, speech/language pathologists, related services professionals, parents, and outside agencies to provide a full range of services based on the students needs.Assist school psychologists in determining eligibility for special education services.Works with the CAT team to provide assistive technology, as needed.Facilitate the successful school experience of students with autism including:Transitions to new SchoolsCurriculum, instruction, and materials accommodations per students IEPSOrganizational needsCommunication needsBehavioral/social needsSensory modality needsTransportation needsOn with parents of students with autism:Provide autism information that is relevant to Students' needsAct as a liaison between home and SchoolProvide written verbal progress reports as indicated by the IEP, (daily to quarterly)Provide direct interventions, as needed, for academics, social skills, and behavior.Develop IEPs for students on the assigned caseload to assure that all needed components of the IEP meet the needs of the student and are Article 7 compliant.Utilize available technology to increase student independence and engagement.Participate in staff development and professional growth opportunities.Participate in school-wide curriculum and assessment initiatives, as appropriate for individual studentsQualifications:Required experience and trainingLicenses in at least one area of special educationHighly Qualified at the primary levelApplicant must not have had a recommendation for Positive Assistance/Probation on their most recent evaluationHistory of timely submission of comprehensive and complete IEPsDocumented college course(s) on Applied Behavior Analysis (OR direct work experience supervised by a practicing Behavior Analyst), OR Training in the TEACHH Model (i.e., Structured Teaching)Successful teaching experiences (verified through professional references) including:Conduction social skills groups for high functioning students with ASDVisually structuring academic tasks (i.e., TEACCH model)Organizing sensory diets for specific students with ASDSupporting students with ASD in general education classroomsStructuring the environment with:Visual schedules that support all the activities of the dayIndependent work citations to support independenceTask Analysis of academic skills that show a student the visual relationship between various aspects of the task to be learnedSkills in designing accommodations for general dedication classrooms, to help students with ASD better understand the expectationsExperience with differentiating diagnosis of ASD from other disabilitiesProfessional strengths which include:Ability to maintain a calm, supporting manner i the face of concurrent, multiple student challengesEffective collaboration skills with general education teachersAbility to develop through IEPs with effective Behavioral Intervention PlansExcellent organizational skills, including a visual schedule for all staff who are assigned to work with specific studentsAbility to train and direct several paraprofessional to work efficiently in the same classroomStrong data keeping systemSkillful in "saying less" and "showing more" when working with studentsExcellent oral and written communication skillsPhysical Demands:Primary functions require sufficient physical ability and mobility to work in an office; dexterity of hands and fingers to operate a computer keyboard and other technologies and office equipment, sitting, standing and walking for extended periods of time; kneeling; bending at the waist; lifting; pushing; pulling and carrying equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read; prepare and assure the accuracy of documents.