Special Education Instructional Assistant: Transition Program

THE PROGRAM
This program is designed for students with a range of complex disabilities (intellectual impairment, autism, neurological disabilities) who have completed their high school experience, and will continue to focus on building vocational and daily living skills.

After assessing the student's personal strengths and interests, the program designs and provides an individual program to teach the skills needed to live and work in the community.

The students in this program are active participants in their transition from Westwood High School to adult life. Building upon the previously acquired skills from grades 9-12, students continue vocational skill development guided by individual transition plans focusing on post-secondary vision and goal areas of instruction, continued education, employment, community experiences and adult living. Students in this program may continue receiving services until turning 22 or until they meet requirements for a diploma or accept their already earned diploma.

In addition to receiving direct specialized instruction in a variety of functional skills, students are provided with the opportunity to participate in a spectrum of employment options with varying degrees of support, coaching and eventual fading if appropriate within a variety of settings. Specialized instruction in Mathematics, English Language Arts, and ADL's continue to be provided in small groups and individually as needed. Age appropriate recreation and leisure skills are developed and supported through developmentally appropriate, social activities.

NATURE AND SCOPE
To assist the special education teacher in maintaining appropriate instructional activities and environments as described in the individual educational plan so that students may learn effectively.

ESSENTIAL FUNCTIONS/RESPONSIBILITIES

• Work under teacher supervision with students to support learning of materials or skills in both pull out and in-class settings.

• Support students' acquisition of skill with equipment, technology or other instructional materials as assigned by the teacher.

• Guide independent study, enrichment work and remedial work supervised and assigned by the teacher.

• Administer and monitor testing as the teacher directs (i.e. testing accommodations, extended time) for local and state mandated testing.

• Assist the teacher in special strategies for reinforcing material or skills based on the special education students' individual needs, interests and ability.

• Implement positive behavioral support plans in both pull out and inclusive settings.

• Maintain data regarding student progress on educational objectives and share this information with supervising teacher on an as needed basis.

• Communicate effectively with students, staff and community members as directed by supervising teacher.

• Other functions as determined by supervisor.

REQUIRED QUALIFICATIONS
Completion of a high school diploma required. Bachelor's degree and previous successful work with students highly preferred.

KNOWLEDGE, ABILITY, AND SKILL

• Ability to work under the supervision of the teacher and communicate effectively if a question or problem arises.

• Ability to form and maintain positive relationships with children who may present with challenging behavior and or significant learning needs.

• Strong organizational abilities to manage supporting multiple students in a variety of settings throughout the day.

• Excellent communication skills with multiple communities (students, staff and parents).

PERSONAL QUALITIES

• Demonstrates caring and concern for all students.

• Communicates clearly and asks for assistance when needed.

• Able to problem solve challenging situations with support from teacher and other staff.

• Ongoing professional demeanor in all aspects of communication and work with others.

JOB ENVIRONMENT
Work takes place in all locations of the school, including offices, auditorium, gym, lunchroom and recess/hallways, and in the community.

PHYSICAL REQUIREMENTS

• Requires sufficient vision to read printed documents and view detail on a computer screen.

• Requires frequent standing, walking, sitting, bending, and reaching as well as carrying and occasionally lifting up to 30 lbs.

• Requires sufficient ability to support the weight of students to provide support for toileting, transitions to and from seating or the floor.

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

The Westwood Public Schools does not discriminate on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, or military status.