ParaEducator: Special Education - Ruth Parker Eason

About the role

The Educator: Special Education assists teachers in caring for the instructional and physical needs of students with disabilities, including those with physical, cognitive, and/or emotional disabilities. They implement instructional plans and activities as outlined by professional staff, reinforce instruction, motivate students, facilitate classroom management, and work closely with teachers and other service providers.

Responsibilities

• Implements instructional plans and activities as designated by the teacher, service provider, and/or job coach, including demonstration of tasks/skills and reinforcement engagement.
• Demonstrates patience while working with students, motivating active engagement and encouraging task completion, employing motivational techniques and strategies, implementing Behavior Intervention Plans (BIPs), redirecting, monitoring learning behaviors, and supporting student independence/resiliency.
• Aids in formulating and conducting classroom activities, carrying out planned instructional activities, preparing materials, and setting up equipment.
• Assists/guides students as they transition/travel throughout school buildings/community based instruction.
• Helps and/or provides instructional guidance on independent manipulation of outdoor attire, shoes, personal grooming, self-help, etc.
• Supports instructional programming, including access to the State's Dynamic Learning Maps (DLMs) in the assessment of student knowledge, skills, and understandings.
• Adjusts braces, walkers, and/or wheelchairs as needed, assisting non-ambulatory students and/or students with disabilities who are not independent with personal care (bodily functions to include toileting, bathroom care, and/or diapering).
• Performs a variety of tasks such as collating, supporting instructional modifications (alternate education framework/standards), correcting work samples, inventorying, requisitioning materials, maintaining files, keeping daily records on attendance, and collecting data on student performance and functioning.
• Maintains knowledge of appropriate policies and procedures.
• Performs other related duties as assigned within the same classification or lower.

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, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Education: High School Diploma or Equivalency Certificate required; and 48 college credit hours, in lieu of a passing score on a paraprofessional assessment issued by ETS or NES, required. Associate's Degree in Special Education or related field of education from a regionally accredited college or university preferred.
• Experience: One (1) year related experience working with children in an educational setting required.

Qualifications

• Ability to work collaboratively/professionally to support the efforts of teachers/service providers.
• Ability to assist students with disability limitations that include lifting, pushing, moving wheelchairs, feeding, and aiding in bodily functions/hygiene as needed.
• Effective verbal and written communication skills.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business software (e.g. Video/Web Conferencing, Microsoft Office Suite-Word, Excel, Outlook and/or PowerPoint preferred).

Physical Demands/Working Conditions

The physical demands and working conditions described here are representative of those that must be met to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Standing: between 1/3 and 2/3 of the time
• Walking: between 1/3 and 2/3 of the time
• Sitting: under 1/3 of the time
• Using hands to handle or feel: over 2/3 of the time
• Pinning (fine motor skills): under 1/3 of the time
• Wrist deviation: between 1/3 and 2/3 of the time
• Keyboarding: under 1/3 of the time
• Pushing: between 1/3 and 2/3 of the time
• Pulling: between 1/3 and 2/3 of the time
• Reaching (with hands and/or arms): over 2/3 of the time
• Balancing: under 1/3 of the time
• Stooping: under 1/3 of the time
• Crouching: under 1/3 of the time
• Bending: between 1/3 and 2/3 of the time
• Twisting: between 1/3 and 2/3 of the time
• Squatting: under 1/3 of the time
• Talking: over 2/3 of the time
• Hearing: over 2/3 of the time
• Smelling: between 1/3 and 2/3 of the time
• Eye/Hand/Foot Coordination: over 2/3 of the time