Special Education- Structured Learning Classroom Teacher

Primary Purpose

Provide specialized instruction to students in a self-contained instructional setting who have characteristics associated with autism and similar neurological disorders. Develop and implement individualized education plans (IEPs) to support students' academic, behavioral, social, and functional needs while promoting independence and access to the general curriculum.

Qualifications

Education/Certification:

Bachelor's degree from accredited university

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

Knowledge of special needs of students with disabilities such as autism and cognitive delays

Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual

Education Plan (IEP) goal setting process and implementation

General knowledge of strategies that apply to students with low incidence disabilities.

Ability to modify instructional materials for a variety of learners.

Knowledge of positive behavioral support strategies.

Knowledge of educational strategies used with students with low incidence disabilities.

Experience:

At least one year student teaching or approved internship

Major Responsibilities and Duties:

• Develop, implement, and monitor IEPs in compliance with federal, state, and district requirements
• Provide direct, individualized instruction in academic, functional, and social skills
• Design and implement structured routines, visual supports, and behavior intervention plans
• Collect and analyze data to monitor student progress and adjust instruction accordingly
• Collaborate with general education teachers, related service providers, and administrators
• Maintain accurate documentation, including progress reports and ARD/IEP paperwork
• Create a positive, structured, and safe classroom environment that supports student success
• Communicate regularly with parents/guardians regarding student progress and needs
• Participate in ARD meetings and serve as a case manager as assigned
• Support inclusion opportunities when appropriate

Supervisory Responsibilities:

• Oversee and direct paraprofessionals assigned to the classroom

Working Conditions:

• Ability to manage student behaviors, including de-escalation and crisis response
• May be required to lift, position, or assist students with physical needs
• Work in a structured classroom setting with students requiring varying levels of support

Skills and Abilities:

• Strong classroom management and behavior intervention skills
• Knowledge of differentiated instruction and specialized teaching strategies
• Ability to build relationships with students, staff, and families
• Strong organizational, communication, and collaboration skills