Special Education Aide- Adult Transition

MAJOR RESPONSIBILITIES AND DUTIES

Instructional Support

– Assist students with disabilities to become contributing members of the community through employment, education, training, independent life skills, and self-advocacy.
– Assist teacher in routine Adult Transition Program management duties.
– Assist in orientating students to their Adult Transition Program schedule.?
– Assist teacher in preparing instructional materials and classroom displays.
– Assist with administration and scoring of objective testing instruments or work assignments.
– Help maintain neat and orderly classroom.
– Help with inventory, care, and maintenance of equipment.
– Help the teacher keep administrative records and prepare required reports.
– Provide orientation and assistance to substitute teachers.

Student Management

– Assist students with physical disabilities according to their needs including transferring to and from wheelchairs; lifting; positioning; or assisting students with personal care such as feeding, bathroom needs, and personal hygiene.
– Keep the teacher informed of special needs or problems of individual students.
– Help manage behavior of students. This includes intervening in crisis situations and restraining disruptive or dangerous students as needed.
– Recognize differences in each students special medical, physical, communicative, and emotional needs and adapt methods and interaction accordingly.
– Work with individual students or small groups to develop motor skills and conduct instructional exercises assigned by the teacher.
– Help supervise students throughout the school day, inside and outside the classroom. This includes lunchroom, bus, and playground duty.

Other

– Attend and participate in faculty meetings and special events and serve on staff committees as required.
– Ensure that all interactions with students, District personnel, and parents are supportive, courteous, and respectful.

Policy, Reports, and Law

– Maintain confidentiality.
– Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
– Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.
– Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
– Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
– Follow District safety protocols and emergency procedures.
– Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

– High school diploma or hold a General Educational Development (GED) certificate
– Have met formal academic assessment, associate degree, or two years of study at an institution of higher learning
– Valid Texas Educational Aide Certificate

For positions funded by Title monies or for positions at campuses identified as a campus-wide Title campus, the following additional qualifications apply:

– An associate degree, two years of study at an institute of higher learning or have met formal academic assessment Required by Every Student Succeeds Act (ESSA)

Experience:

– Experience working with children
– Experience in educational environment (preferred)

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

– Ability to work with children with disabilities
– Ability to work well with children
– Skill in working with a variety of students in varied situations
– Ability to be self-motivated and self-directed
– Ability to read; understand and follow de ailed written and verbal instructions
– Ability to effectively present information in one-on-one situations

SUPERVISORY RESPONSIBILITIES:

– None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

– Standard office equipment including personal computer andperipherals
– Standard instructional equipment
– Other specialized and adaptive equipment used bystudents

Posture:

– Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, andtwisting

Motion:

– Repetitive hand motions
– Frequent walking and reaching, frequent keyboarding and use ofmouse

Lifting:

– Occasional light lifting and carrying (less than 15 pounds)
– Occasional heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint,assistingnonambulatorystudents, and lifting and moving adaptive and other classroomequipment

Environment:

– Work to be completed on-site from assigned school or building
– Regular exposure to noise and computer monitors
– Work inside and outside (exposure to sun, heat, cold, and inclement weather)
– Exposure to biological hazards (bacteria, communicable diseases)
– No remote work

Mental Demands:

– Work with frequent interruptions;maintainemotional control under stresswork