Teacher of Students with Visual Impairments

Department/School: Assigned Campus

Supervised By: Director of Special Services

FLSA Status: Exempt

Date Revised: December 1, 2025

Primary Purpose

The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21. Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide written reports.

Qualifications

• Bachelor’s degree from accredited university
• Valid Texas teaching certificate with required special education endorsements for assignments
• One year student teaching or approved internship

Responsibilities

Instructional Strategies

• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned
• Provide and coordinate unique specialized instruction through daily lessons reflective of the curriculum and the student’s IEP
• Consult with classroom teachers, regular and special education personnel, parents, and students to coordinate programs and services for the visually impaired student
• Coordinate large-type or Braille texts, supplementary materials, educational aids and equipment; monitor student’s maximum participation in all classroom activities
• Provide instruction in the development and maintenance of skills as indicated in the IEP: low vision and visual efficiency skills, concept development and academic skills, daily living skills, communication skills, social/emotional skills and abilities, and sensory motor skills
• Use technology to communicate and to enhance student learning
• Participate in ARD Committee meetings on a regular basis
• Participate in selection of books, equipment, and other instructional media

Student Growth and Development

• Conduct and interpret functional vision/learning media assessments and complete written reports
• Compile and analyze data on student progress and use response to intervention to adjust interventions or strategies as indicated
• Conduct ongoing assessments of student achievement through formal and informal testing

Classroom Management and Organization

• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students
• Manage student behavior and administer discipline including intervening in crisis situations and physically restraining students as necessary according to IEP
• Consult with classroom teachers regarding management of student behavior according to IEP
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Plan and assign the work of teacher aide(s) and volunteer(s) and oversee completion

Other Duties

• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers
• Maintain professional relationships with parents, students, and colleagues
• Participate in staff development activities to improve job-related skills
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers
• Compile, maintain, and file all physical and computerized reports, records, and other documents required
• Attend and participate in faculty meetings and serve on staff committees as required

Skills

• Knowledge of all applicable federal, state, and local laws, guidelines and procedures
• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of how to adapt curriculum and instruction for special needs
• Skill in effectively managing a classroom and student behavior
• Skill in communicating effectively with others

Supervisory Responsibilities

• Direct the work of instructional aide(s)

Working Conditions

Physical Demands

• Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
• Posture: Prolonged standing; frequent kneeling, squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: May require heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment

Environmental Demands

• Exposure to biological hazards
• May work prolonged or irregular hours

Mental Demands

• Maintain emotional control under stress