SPECIAL EDUCATION
INSTRUCTIONAL ASSISTANT
DEFINITION
Under general supervision, to
assist in conducting intensified learning experiences for special
education students in assigned areas of study. To perform a variety
of clerical and supportive tasks for instructional personnel and to
perform related work as required.
DISTINGUISHING CHARACTERISTICS
Positions in this class are
distinguished by the assignment of duties in the area of working
with students in the Special Education Program. Incumbents assist
teachers and specialists in the learning, communicative, physically,
or severely handicapped programs.
ESSENTIAL DUTIES AND
RESPONSIBILITIES include the following.
Other duties may be assigned.
- Observes and
records behavior patterns and develops appropriate techniques to
reinforce acceptable behavior.
- Assists
instructional personnel with the development and presentation of
learning materials and instructional exercise.
- Instructs students
individually or in small groups to reinforce and follow-up
learning activity.
- Oversees and supervises
students during classroom activities, at lunch and recess, on
field trips, and during community-based instruction.
- Assists in the development of a variety of
instructional materials.
- Maintains student records, attendance and
files.
- Operates a variety of Instructional media,
office machines and equipment.
- Maintains discipline and continues with
instructional program in the absence of the teacher.
- Modifies materials and implements
instructional and behavior management strategies for special
education students in a mainstream setting.
- Assists in responsibility for procedures
related to physical and medical need (seizures, suctioning,
etc.).
- Assists students as needed in learning
self-care techniques, including toilet training, bathing and
personal cleanliness; assist in diapering, toilet training,
feeding and other self help skills as needed.
- Performs a variety of regular clerical
duties, such as filing, typing, word processing, or duplicating
materials.
QUALIFICATIONS GUIDE
Knowledge of
:
- First Aid and CPR.
- General concepts of child growth
and development and child behavior characteristics.
- Sign Language (in some
instances)
- Instructional and behavioral
strategies used in controlling and motivating students.
- English usage, punctuation, spelling and
grammar.
- Routine record keeping.
- General purposes and goals of public education.
- Specific subject and content as required in job
assignment.
- A variety of approaches for specific lessons
and independent follow-up work.
- Procedures to maintain specific performance
records.
- Behavior modification techniques with or
without the presence of the teacher.
- Individualized Educational Program (IEP) goals
and objectives for specific education students and general
knowledge of purposes and goals of the district special education
programs.
- Technology, multimedia, and software
applications desirable.
Ability to:
- Assume responsibility for supervising students.
- Learn and utilize basic methods and procedures
to be followed in instructional settings.
- Be patient and flexible in making quick changes
in a daily lesson for individual or total group.
- Provide feedback as to how the children are performing
daily assigned tasks.
- Carry out a sensory integration or Adaptive PE
program that requires a significant amount of physical exertion.
- Perform routine clerical work and basic
arithmetic calculations.
- Demonstrate an understanding, patient, warm and
receptive attitude toward children.
- Understand and carry out oral and written
instructions.
- Maintain cooperative working relationships with
students, staff, parents and the general public.
Training and Experience:
- Equivalent to completion of the twelfth grade.
Paid or volunteer experience working with children in an
educational or child care setting, or any combination of training
and experience that could likely provide the desired knowledge and
abilities.
- Incumbents are encouraged to participate in
courses, seminars and workshops in the area of instructional
services, psychology or guidance in areas such as: Behavior
management, General Speech, General Language Program (GLGSP),
Developmental motor training, First aid, CPR, Individualized
instruction, Self help instruction (feeding, toilet training,
etc.).
QUALIFICATION REQUIREMENTS
To perform this job successfully, an individual
must be able to perform each essential duty satisfactorily. The
requirements listed below are representative of the knowledge,
skill, and/or ability required. Reasonable accommodations may be
made to enable individuals with disabilities to perform the
essential functions.
PHYSICAL DEMANDS
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.
While performing the duties of the job, the employee is required to –
-
Lift, push, pull and/or move up to 75 pounds of static weight (disabled students).
-
Stand, Walk, Talk, Hear during entire shift.
-
Sit, Bend, Twist (waist and neck), Stoop, Crouch, Kneel, Crawl, Feel, Make Repetitive Motions.
-
Near Acute Vision, Far Acute Vision Depth Perception, Color Vision, Peripheral Vision.
The employee must have the physical ability to: coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting or standing. It does not involve performing the activities while the whole body is in motion; use your abdominal and lower back muscles to support part of the body intermittently when moving or lifting students; exert significant muscle force to lift, push, pull, or lift students; bend, stretch, twist (both at the neck and waist), or reach with your body and/or; bend, stretch, twist, or reach with your body, arms and/or legs; physically exert yourself over short periods of time when assisting students; exert muscle force intermittently; coordinate the movement of your arms, legs, and torso together when the whole body is in motion; regain your body balance or stay upright when in an unstable position while moving students; and, to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or respond to movements by students.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee occasionally works near moving mechanical parts and in outside weather conditions.
The noise level in the work environment is usually moderate.
September, 2007
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