Special Education Paraeducator 1:1 Aide 3 HQ CLS (32.5 hrs./wk., 180 days)

Summary Description

Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

Distinguishing Characteristics

The Teacher Aide III works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as: CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi-Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one-on-one assistance. Additionally, a Teacher Aide III working at a Title I school must be highly qualified.

Exemplary Duties/Responsibilities

• Aid students with intellectual, physical, or behavioral disabilities in boarding and de-boarding buses before and after school.
• Aid students in reaching proper location in school.
• Accompany students into general education classrooms.
• Provide attendant services (diapering, toileting, washing faces, etc.) to students as needed.
• Support instruction in proper health and hygiene habits.
• Perform delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary.
• Move students weighing 50-80 pounds, daily and repetitively.
• Follow proper safety procedures.
• Prepare and help feed students as needed.
• Support instruction in functional life skills.
• Realize individual needs of students with intellectual, physical and/or behavioral disabilities and modify general education classroom assignments occasionally.
• Follow behavior plans as outlined in students' IEP's.
• Use positive behavior management techniques.
• Assist with lesson assignments.
• Reinforce learning concepts to students.
• Maintain discipline and order on the playground, lunchroom, library and classrooms.
• Accompany students on field trips.
• Arrange and adjust wheelchairs, oxygen hoses and other equipment as needed.
• Communicate with special education teachers about concerns and/or observations of students.
• Assist in maintaining bulletin boards in the classroom.
• May assist children with medication when trained.
• Assist in the operation of classroom equipment or students' assistive technology devices.
• Assist in recording student progress towards goals and developing instructional materials and preparing graphs and charts.
• Assist in modifying the general education curriculum.
• Participate in district training programs when requested and receive training in and implement non-violent behavioral intervention procedures.
• Maintain confidentiality regarding student information and records.

When Assigned to SPED Programs

• EC - Early Childhood/Pre-K: Provides services to three, four and five year olds with disabilities. Addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills.
• EC SIP - Early Childhood/SIP: Focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. Combines EC & SIP practices to best suit student needs.
• EC STRAT - Early Childhood/Strategies: Focuses on the development of communication and social emotional skills using a variety of strategies. Serves students with deficits in these areas, usually caused by Autism. Combines EC & Strat practices to best suit student needs.
• IEC - Early Childhood/PreK: Provides services to three, four and five year olds who are receiving specialized instruction with typically developing peers in a developmentally appropriate classroom. Consists of developmentally appropriate curriculum addressing all areas of child development including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills.
• IK - Integrated Kindergarten: Provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self-help skills, communications skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.
• CLS - Comprehensive Life Skills: Focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. Assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards.
• SIP - Social Intervention Program: Provides a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. Incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support.
• STRATEGIES: Designed to support students who may be on the autism spectrum. Provides systematic, intensive instruction focusing on receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Utilizes highly structured and predictable instruction in a small-group setting with a high adult-student ratio.
• SOCIAL RESOURCE: Provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs. Instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings. Components include language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP.
• AH - Hearing Impaired: Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain assistive listening devices.