SPED- Teacher of the Visually Impaired

Teacher (Special Education)

JOB GOAL

To serve students throughout the district who require educational services due to vision loss (addresses the unique educational, communication, social / emotional needs of the student with vision loss and provides guidance to the student’s family and school personnel)

QUALIFICATIONS

Holds a valid Tennessee teacher's license with appropriate endorsement; has strong written, verbal, presentation, and interpersonal skills;

and meets health and physical requirements

REPORTS TO Special Education Supervisor

FLSA STATUS Exempt

SCHEDULE 200 Day

ESSENTIAL FUNCTIONS

• Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of students;
• Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor;
• Conducts IEP-team meetings and conferences with parents; plans, writes, and implements appropriate individualized education program (I.E.P.);
• Develops appropriate IEP goals based on data and the educational needs of the child;
• Plans and carries out instruction as documented in the students’ Individual Education Plans (IEP’s);
• Demonstrates working knowledge of medical eye reports;
• Reviews / obtains updated, available medical information regarding the student’s degree / type of vision loss and shares this knowledge with parents, teachers, and other appropriate staff;
• this information is used in planning for the student’s instructional and environmental needs and necessary accommodations / modifications;
• Effectively communicates / consults with staff, including general education and special education teachers, related services personnel, and nurses;
• Demonstrates understanding and application of the referral process for identification of students with vision loss, and the monitoring of students with known vision loss;
• Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning;
• with knowledge about the impact of vision loss, processing deficits, intellectual abilities, behavioral / emotional / social disorders, and physical (including sensory) disabilities on learning and behavior;
• Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs;
• Grades and evaluates student performance, both written and demonstrative;
• Creates an environment that provides appropriate acoustic access and or line of site for full participation for students with vision loss;
• monitors for this access within general ed. environment;
• Implements strategies for assessing learning environments and conducting functional behavioral assessments and functional vision assessments within the environment;
• Observes student behavior and performance within the regular classroom and provides consultative services to regular classroom teachers, as needed;
• Provides information and emotional support for students and families to promote understanding and coping skills for their child’s vision loss;
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families;
• Monitors and adjusts student programming as necessary;
• Knows and follows all safety rules and procedures;
• Maintains necessary records and completes the necessary paperwork;
6 days ago