SPECIAL EDUCATION TEACHER
GENERAL RESPONSIBILITIES
Under the direction of the school principal, the special education teacher plans and provides for appropriate
learning experiences for students with disabilities in a variety of educational settings. The person in this
position is responsible for creating a flexible program and learning environment that provides specialized
instruction for students with disabilities, such that the students benefit from the general education curriculum
to the greatest extent possible when supported with supplemental aides, accommodations, and other needed
supports.
ESSENTIAL TASKS
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude
them from the position if the work is similar, related, or a logical assignment to the position.
Provide direct and indirect instructional support to students in a positive environment.
Employ special educational strategies and techniques during instruction to improve the development
of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory
learning, and repetition to reinforce learning and to meet students' varying needs and interests.
Teach socially acceptable behavior, as determined by the students individualized education
programs (IEPs) by employing techniques in an overall positive behavioral support system.
Modify the general education curriculum for students with disabilities based upon a variety of
instructional techniques and technologies.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that
provides students with opportunities to observe, question, and investigate.
Establish and enforce rules for behavior and procedures for maintaining an environment conducive to
learning for all students.
Meet with parents to discuss their children's progress and to determine priorities for their children
and their individualized educational needs.
Confer with parents, administrators, testing specialists, social workers, and other professionals to
develop individualized education programs (IEPs) designed to promote students' educational,
physical, and social/emotional development.
Maintain accurate and complete student records and prepare reports on children and activities, as
required by laws, district policies, and administrative regulations.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to
students.
Develop plans for effective communication, monitoring, and follow-up of students in inclusive
classroom settings.
Provide crisis intervention, as needed, for students and those in inclusive classrooms.
Assist in collection of data for providing appropriate classroom interventions.
Serve as a member of a multidisciplinary team as appropriate.
Assist in preparation of data for local, state, and federal reports.
Maintain professional competence by participating in staff development activities, curriculum
development meetings, and other professional opportunities.
Perform related work as required.
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KNOWLEDGE, SKILLS AND ABILITIES
The successful candidate will demonstrate knowledge of: the necessary principles and application of theory
into practice for effective instruction and positive behavioral supports that are beneficial for implementation
with all students with disabilities; VBCPS curriculum and instructional techniques; human behavior,
development, and skill performance; individual differences in ability, personality, and interests; learning and
motivation; the assessment and treatment of behavioral and affective disorders; and VBCPS policies and
effective instructional practices. The special educator also demonstrates the ability to provide positive
behavioral support to students in a group and in an individual setting; demonstrates an understanding of the
federal, state, and local mandates governing the determination and delivery of special education services;
completes observations and reports pertaining to learning behaviors of students; displays the ability to work
effectively with administrators, colleagues, central office and school based staff, students, parents and
community members. Overall, the special educator possesses excellent human relations skills and a working
knowledge of the English language in written and verbal form.
EDUCATION AND EXPERIENCE
Requires a Bachelors Degree in an approved program for special education general curriculum or have
completed a major in special education general curriculum, or have completed 27 semester hours in the
education of students with disabilities in the assigned area required. Must be eligible or possess a valid
Collegiate Professional License from the State of Virginia.
PHYSICAL REQUIREMENTS
Must have the use of sensory skills in order to effectively communicate and interact with students, other
faculty, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects
and controls. The position also entails significant walking, bending, standing, stooping, and possible
physical interventions in order to maintain a safe learning environment Assignment may require the ability
to physically move students or equipment weighing up to 50 lbs, position students in specialized equipment,
and/or change diapers as needed.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.
SPECIAL REQUIREMENTS
Possession of a valid drivers license
FLSA status: Exempt Description: 4/09
