Special Ed Classroom Assist (SPED Instruction/Cluster)

We need to output HTML fragment with sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections if posting has real specific content. We have content: CLASS TITLE repeated, CHARACTERISTICS OF THE CLASS (description) -> could be About the role. ESSENTIAL FUNCTIONS list -> Responsibilities. MARGINAL FUNCTIONS maybe also responsibilities but could be included. Minimum Qualifications Certification Requirements etc -> Requirements/Qualifications/Skills. Physical Requirements maybe part of Requirements. Benefits section: there is a Benefits block with Health & Wellness etc. So include Benefits. Pay: Salary Range given. Schedule: Not mentioned. No schedule info. So omit Schedule. We must not repeat job title as heading. So no heading for CLASS TITLE. We need to use

for section headings. We need to use

• for any list of duties/requirements/benefits, and

  for prose. We need to preserve all substantive information, not invent or summarize away detail. Remove boilerplate etc. There's some duplicated content (the posting appears twice). We need to deduplicate. We need to include only sections with real specific content. Let's extract: About the role: CHARACTERISTICS OF THE CLASS paragraph: "Under the general direction of the school principal, and under the immediate supervision of a Special Education teacher holding a valid teaching certificate directly engaged in teaching subject matter or conducting activities, assists in the instruction of disabled students; and performs related duties as required." That's prose. Responsibilities: ESSENTIAL FUNCTIONS list (multiple sentences separated by semicolons). Could turn each into

• . Also MARGINAL FUNCTIONS maybe also responsibilities but could be included as part of responsibilities list. We need to preserve all substantive info; we can combine essential and marginal functions into one list under Responsibilities. Let's list each duty: - Assists Special Education teachers in elementary and high schools in reinforcing efforts with children with various disabilities, including physical disabilities, visual and hearing impairments, learning disabilities, behavior disorders, emotional impairments, and mental impairments in accordance with each student’s Individual Education Program (IEP) - lifts and positions non-ambulatory students during the school day as instructed by the teacher and in adherence to written instruction from students’ personal physicians - provides one-on-one tutoring services for students to present or reinforce learning concepts - provides one-on-one personal hygiene services for students with severe disabilities, including toileting, changing soiled diapers, and cleaning soiled children regardless of age - assists students with orthopedic impairments by arranging and adjusting tools, work aids, and equipment used by students in classrooms, including but not limited to specially equipped worktables, positioning equipment, wheelchairs, tape recorders, computers, communication devices, and mechanized page turners - assists teacher in instructing students in daily living skills required for independent maintenance and economic self-sufficiency - accompanies students to swimming pools and medical clinics to assist in removing clothing and performing other personal services which students are unable to perform themselves - assists in feeding students unable to do so themselves - takes notes in classrooms for students unable to do so themselves - corrects homework assignments and examination materials - assists teachers in maintaining written records of students’ behavior - accompanies students and teachers on class field trips - attends and participates in workshops and in-service training to update job related skills - May utilize aggressive management techniques to physically restrain violent students - may administer Cardiopulmonary Resuscitation (CPR) as directed by the teacher - may operate audio-visual equipment - may operate photocopying equipment That's all. Requirements: Minimum Qualifications Certification Requirements paragraph. Also Knowledge, Abilities, and Skill. Also Physical Requirements. We could have a Requirements section with list of items: Certification, Knowledge, Abilities, Skills, Physical Requirements. But we also have Qualifications and Skills sections possibly separate. The instruction: Use headings for sections like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We can decide to combine some if content thin. But we have enough for Requirements (certification), Qualifications (knowledge, abilities), Skills (communication, equipment operation). However we need to avoid filler. Let's extract: Certification Requirements: Must possess a valid TASN (NCLB) paraprofessional license from ISBE, which may be applied for and obtained after successful completion of at least 60 semester hours of college credit at a college or university accredited by the North Central Association or successful completion of a paraprofessional exam (Work Keys or Parapro). Also refer to: Illinois State Board of Education Educator License Application Work Keys Paraprofessional Assessment. Knowledge, Abilities, and Skill: Good knowledge of the characteristics of students with various disabilities, good knowledge of English grammar and spelling, good knowledge of basic mathematics. Ability to work with and for students with various disabilities, ages birth to twenty-one (21) years of age; ability to follow written and oral instructions and direction; ability to complete and maintain basic written reports. (Ability to perform CPR is highly desirable. Individuals who do not provide evidence of the completion of training in CPR at the time of initial employment in this class title will complete CPR training as a condition of employment.) Good oral and written communication skills, skill in the operation of photocopying and audio-visual equipment is highly desirable. Physical Requirements: Medium Work: Exerting up to fifty (50) pounds of force occasionally, and/or up to twenty (20) pounds of force frequently, and/or to ten (10) pounds of force constantly to move objects. Physical demands include the ability to reach, handle, and finger objects; talk and hear; occasional use of near visual acuity and frequent use of far visual acuity. We could put all under Requirements, but we have separate headings possible. Given instruction: Prefer a few substantive sections over many thin ones. So maybe combine Requirements, Qualifications, Skills into one "Requirements" section with sublists? But they ask to use those headings if content exists. We could make three sections: Requirements (certification), Qualifications (knowledge, abilities), Skills (communication, equipment operation). Physical requirements could be part of Requirements or Qualifications. But we need to avoid thin sections. Each of those has decent content. Let's decide: - Requirements: Certification Requirements (including referral). - Qualifications: Knowledge, Abilities, and Skill (including knowledge of disabilities, English grammar, math, ability to work with students, follow instructions, complete reports, CPR desirable). - Skills: Good oral and written communication skills, skill in operation of photocopying and audio-visual equipment (highly desirable). Also maybe physical requirements? Could be separate but we could include physical requirements under Qualifications? Hmm. Physical Requirements is a distinct category; we could make a separate section but there is no heading for Physical Requirements in list. Could put under Requirements or Qualifications. Since we have Requirements already for certification, we could add physical requirements there as another list. Thus Requirements section could contain two sublists: Certification and Physical Requirements. But we need to use
  • for any list. We could have multiple
    inside the section. Similarly Qualifications could be a list of knowledge/abilities. Skills could be a list of communication and equipment operation. Let's craft. Benefits: we have a block with headings: Health & Wellness, Financial Security, Work-Life Balance. We need to preserve all substantive information. Could make a
    with each benefit item? The text includes paragraphs under each heading. We could turn each heading into a
    • with its description as

      inside? But instruction: Use

      • for any list of duties/requirements/benefits, and

        for prose. So for benefits we can make a

        where each
        • contains the benefit description (maybe as

          ). That seems okay. Pay: Salary Range $41,766.58 to $60,584.36. That's prose; we can put in

          . Schedule: none. Now ensure we don't repeat duplicated content. The posting appears twice; we will only include once. Now produce HTML fragment:

          About the role

          Under the general direction of the school principal, and under the immediate supervision of a Special Education teacher holding a valid teaching certificate directly engaged in teaching subject matter or conducting activities, assists in the instruction of disabled students; and performs related duties as required.

          Responsibilities

          • Assists Special Education teachers in elementary and high schools in reinforcing efforts with children with various disabilities, including physical disabilities, visual and hearing impairments, learning disabilities, behavior disorders, emotional impairments, and mental impairments in accordance with each student’s Individual Education Program (IEP)
          • Lifts and positions non-ambulatory students during the school day as instructed by the teacher and in adherence to written instruction from students’ personal physicians
          • Provides one-on-one tutoring services for students to present or reinforce learning concepts
          • Provides one-on-one personal hygiene services for students with severe disabilities, including toileting, changing soiled diapers, and cleaning soiled children regardless of age
          • Assists students with orthopedic impairments by arranging and adjusting tools, work aids, and equipment used by students in classrooms, including but not limited to specially equipped worktables, positioning equipment, wheelchairs, tape recorders, computers, communication devices, and mechanized page turners
          • Assists teacher in instructing students in daily living skills required for independent maintenance and economic self-sufficiency
          • Accompanies students to swimming pools and medical clinics to assist in removing clothing and performing other personal services which students are unable to perform themselves
          • Assists in feeding students unable to do so themselves
          • Takes notes in classrooms for students unable to do so themselves
          • Corrects homework assignments and examination materials
          • Assists teachers in maintaining written records of students’ behavior
          • Accompanies students and teachers on class field trips
          • Attends and participates in workshops and in-service training to update job related skills
          • May utilize aggressive management techniques to physically restrain violent students
          • May administer Cardiopulmonary Resuscitation (CPR) as directed by the teacher
          • May operate audio-visual equipment
          • May operate photocopying equipment

          Requirements

          • Must possess a valid TASN (NCLB) paraprofessional license from the Illinois State Board of Education (ISBE), which may be applied for and obtained after the successful completion of at least 60 semester hours of college credit at a college or university accredited by the North Central Association or successful completion of a paraprofessional exam (Work Keys or Parapro). Also refer to: Illinois State Board of Education Educator License Application Work Keys Paraprofessional Assessment.
          • Physical Requirements: Medium Work: Exerting up to fifty (50) pounds of force occasionally, and/or up to twenty (20) pounds of force frequently, and/or to ten (10) pounds of force constantly to move objects. Physical demands include the ability to reach, handle, and finger objects; talk and hear; occasional use of near visual acuity and frequent use of far visual acuity.

          Qualifications

          • Good knowledge of the characteristics of students with various disabilities
          • Good knowledge of English grammar and spelling
          • Good knowledge of basic mathematics
          • Ability to work with and for students with various disabilities, ages birth to twenty-one (21) years of age
          • Ability to follow written and oral instructions and direction
          • Ability to complete and maintain basic written reports
          • Ability to perform cardiopulmonary resuscitation (CPR) is highly desirable; individuals who do not provide evidence of CPR training at the time of initial employment will complete CPR training as a