September 2017 - Special Educator e-Journal


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Social and Emotional Development: Breaking the Cycle of Learned Helplessness

By Tanika Johnson

Carson-Newman University

Abstract

Education entities have the power and influence to emphasize student-teacher networks and establish optimistic and healthy relationships between family, peers, and the community.  In elementary school, behavioral incidents are categorized as the greatest determinants of poor academic achievement, criminal behavior, and later episodes of violence.  Studies of inquiry have demonstrated that primary social interactions and the quality of these exchanges offer the foundation for forthcoming developmental milestones.  School systems are recognizing that active and ongoing communication, social engagement, rapport building, and teamwork are critical to a student’s social and emotional welfare.  The support of education stakeholders has stimulated the growth and advancement of school-based social-emotional (SEL) programs.

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The Effectiveness of the Inclusion Model on Students with High Incidence Disabilities Based on Academic Achievement

By Angela Hilbert

Abstract

This article examines research on the provision of special education services through the inclusion model and the achievement of students with high incidence disabilities.  McLeskey and Waldron (2011) stated that current research supports the “reconsidering (of) full inclusion” for students with high incidence disabilities.  More schools have adopted this model for special education.  The project focused on a meta-analysis of current research on the topic.  With opposing views found on the subject, a more extensive study was needed to determine if the inclusion model can ensure academic achievement in students with high incidence disabilities.

 

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A Review of Reinforcement Preference Assessments

By Rossana Hahn

 

Abstract

The following literature review focuses on the relevance of identifying the most effective reinforcements as mechanisms to reduce undesirable behaviors. (Fisher, Piaza, Bowman, Hagopian, Owens, & Slevin, 1992; Groskreutz, Groskreutz, & Higbee, 2011; Northup, George, Jones, Broussard, & Vollmer, 1996; Vladescu, & Kodak, 2010). According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties (CDC, 2015).  The goal of this literature review is to increase the knowledge on this subject while providing empirical evidence and various approaches. This literature review included four articles that provided relevant information related to reinforcements and they are the following:

 

  1. Response competition and stimulus preferences in the treatment of automatically reinforced behavior: a comparison.
  2. A review of recent studies on differential reinforcement during skill acquisition in early intervention.
  3. A comparison of reinforcer assessment methods: the utility of verbal and pictorial choice procedures.
  4. A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities.
  5. The articles mentioned above were carefully selected from two reliable search engines ERIC and PsycINFO.

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A Call to the Trenches

By Christi Abramsky

Abstract

Tired of being asked, “Why do you work with those kids?” I attempt to answer the question and call out to my fellow teachers to join me in teaching students with Emotional/Behavioral Disorders, hoping to reverse the considerable shortage of teachers in this field.

“I saw my momma bruised once. It was the day before my birthday party. I woke up and she was laying on the couch. She was bloody and bruised on her face. I tried to wake her up, but she didn’t wake up. I thought she was dead. I made cereal. I waited. I put on my shoes and went outside.”

“Why do you work with those kids?” “Don’t you get tired of getting hit?” “Don’t you get tired of getting hurt?”

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Social Experiences of Deaf Students at the University of Education, Winneba

By Alexander M Oppong, Ph.D.

Joyce Adu, MPhil

Daniel Fobi, MPhil

Abstract

This phenomenological study explored the social experiences of deaf students at the University of Education, Winneba (UEW). Fourteen deaf students were purposively sampled from a population of 36 students. Data were gathered through a semi-structured interview. Data were coded and analyzed using themes emerged from the interview. Results of the study indicated that participants had varied social experiences. Whereas some preferred being at the same place with their hearing colleagues, others saw that as a waste of time. This study recommended that at social gathering, the university should make available sign language interpreter so that students who are deaf can benefit from such meetings.

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Specialized Professional Development for the Success of Co-Teachers in an Inclusive Classroom

By Sarah Grady

Abstract

Individual with Disabilities Education Improvement Act (IDEIA) and No Child Left Behind (NCLB) require an increase in inclusive education for students with special education needs in the least restrictive environment (LRE); therefore, the co-teaching instructional delivery model is used to comply with the federal mandates. Co-teaching is defined as an instructional delivery model where a regular and special education teacher share responsibility for teaching some or all of the students assigned to a general education classroom. The purpose of this literature review is to investigate if specialized professional development for co-teachers was beneficial.

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The Pros and Cons of Inclusive Environments for Students with Special Needs

By Amy Marie Combs

What are “inclusive” classrooms?  Dixon (2005) defines them as classrooms where all students are included, regardless of abilities or disabilities.  “This inclusion is not just a physical inclusion, that is, students sharing the same physical space, but also a mindset” (Dixon 2005:35).

Inclusion is made up of the following components:  1) students receive their education in their home school; 2) placement is based on the concept of natural proportions; 3) there is learning/teaching restructuring so that supports are created for special education in the general education setting; and 4) placements are grade- and age- appropriate (Savich 2008).

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SPECIAL EDUCATION LEGAL ALERT

Perry A. Zirkel

© August 2017

This latest monthly legal alert summarizes two recent officially published federal court decisions that illustrate a wide range of continuing and emerging issues under the IDEA and Section 504/ADA, including accessible instructional materials, state laws restricting seclusion/restraints, and state education agency (SEA) liability.  The format follows the usual format of a two-column table, with highlights (on the left) and general practical implications (on the right).  For automatic e-mailing of future legal alerts, sign up at perryzirkel.com; this website also provides free downloads of various related articles, including those specific to (a) seclusion/restraints; (b) Sec. 504/ADA developments; and (c) SEA liability.

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Buzz from the Hub

To access all links from this edition of Buzz from the Hub, visit:

http://www.parentcenterhub.org/buzz-june2017-issue2/

http://www.parentcenterhub.org/buzz-july2017-issue1/

 

Disability Resources You Can Share with Families

Early Signs of Autism Spectrum Disorders Video Tutorial | Also available in Spanish!
To improve recognition of the early signs of ASD among pediatricians, parents, and early intervention providers, the Kennedy Krieger Institute has developed this free 9-minute video tutorial on ASD behavioral signs in one-year-olds. The tutorial includes six video clips comparing toddlers who show no signs of ASD to toddlers who show early signs of ASD. Each video is presented with a voice-over explaining whether the specific behaviors exhibited by the child are signs of ASD or not.

 

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Latest Employment Opportunities Posted on NASET

Full Time Special Education Teacher

Maricopa, AZ

Job Category: Full Time Special Education Teacher

Essential Duties and Responsibilities:

Duties of this job include, but are not limited to:

  • Meets and instructs assigned students at designated locations and specific times.
  • Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
  • Encourages students to set and maintain standards of classroom behavior.
  • Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects and the like. Communicates these objectives to students.
  • Employs a variety of instructional techniques and instructional media; consistent with the physical limitations of the provided location and the needs and capabilities of the individuals involved.
  • Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives.
  • Assesses the accomplishments of students on a regular basis and provides progress reports as required.
  • Recognizes and evaluates the learning and other disabilities of students on a regular basis; seeks the assistance or referral of district specialists as required.
  • Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
  • Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
  • Performs other necessary duties as assigned.
  • Bachelors degree in education
  • Current Arizona Teaching Certificate
  • Must be highly-qualified in subject area
  • Arizona Department of Public Safety Fingerprint Clearance Card

Qualifications:

  • Bachelors degree in education
  • Current Arizona Teaching Certificate
  • Must be highly-qualified in subject area
  • Arizona Department of Public Safety Fingerprint Clearance Card

 

Benefits:

Base Salary
Starting salaries $38,000.00+ DOE
Tuition reimbursement
Training in Spalding Language Arts
Training in Saxon Math
Health savings account, employer contribution
6% school 401K match
School subsidized insurance contribution
**Please Note: We do not participate in the Arizona State Retirement System**

Apply online:

https://www.applitrack.com/legacytraditional/onlineapp/

 

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Chief Program Officer

St. Louis, MO

Job Category: Non-Profit Program Management

Description:

• FORWARD OUR MISSION (Executive Leadership): Serve as a key member of the Executive Team and partner closely with the Executive Director and CEO to further mission-specific and core competency goals. Interface with the Board of Directors in matters related to program operations. Participate in strategic planning and provide guidance necessary to assist the organization in setting vision, determining direction and implementing strategy.

 

• LEAD AN INNOVATIVE TEAM (Team Management): Provide oversight for a team of employees and directly manage our Program Director. Direct the full lifecycle of staff development including recruitment, hiring, training, managing, motivating, and terminating as appropriate. Provide supervision and ongoing guidance to our Program Director. Develop a culture that promotes employee engagement, teamwork and accountability, and, coach and enable program staff to effectively and productively interact with other departments.

 

• ENSURE EXCEPTIONAL PROGRAMMING (Program Development & Delivery): Provide leadership and vision for the creation, design, promotion, delivery, and quality of Variety's programs and services. Collaborate with Variety's Des Lee Endowed Professor and engage independent consultants as necessary to identify gaps in service and to resolve unmet programming needs.

 

• STEWARD OUR ASSETS (Fiscal Responsibility): Oversee the development and execution of all program budgets with profit and loss accountability. Ensure programs meet the objectives of Variety's strategic plan. Make recommendations to ensure effective and efficient service delivery processes for current activities and activities related to projected growth.

 

• MEASURE OUR SUCCESS (Outcome-Based Impact & Quality): Develop and implement program assessments that measure and validate established outcomes and goals for children with disabilities in core competency areas, including skill development, self-esteem, socialization and independence. Develop continuous improvement initiatives to identify program strengths, challenges, and, ROI based on measurable impact and revenue deployed. Ensure all operations are carried out in compliance with the organization's policies and procedures, including applicable regulations and standards. Develop policies and procedures to assure compliance.

 

• ENGAGE OUR COMMUNITIES (Community Relations): Proactively seek opportunities to participate in committees, workgroups and task forces that will enhance our reputation and expand our recognition in the communities in which we serve to further our reputation as a leader in empowering children with disabilities. Advocate for our children by informing community groups, congregations, and others about Variety's services and how we foster core competencies for children.

 

• SERVE OUR CONSTITUENTS (Client Care & Service): The Chief Program Officer will believe in the organization's mission and that quality client service is of top priority. Respect for the clients, employees, Board members, and all other constituents, coupled with professional and ethical behavior is expected at all times.

Requirements:

  • Minimum of 10+ years of experience in a social service, healthcare, and/or clinical environment, including a minimum of 5+ years senior management experience.
  • In-depth knowledge, clinical foundation, and/or prior administrative experience in therapeutic recreation and education is strongly desired.
  • Non-profit experience (working within or voluntary leadership) and familiarity in supporting a Board of Directors a plus.
  • Familiarity with 3rd party insurance reimbursement systems and/or prior hospital experience also strongly desired.
  • 4-year degree is required – graduate degree in business and/or related field is strongly preferred (M.B.A., M.Ed, M.S., M.S.W., or M.A.).

Contact:

Please apply at: http://www.csiapply.com.
With questions you can confidentially email application@csi-mail.com.

 

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Private Teacher

Lincoln Park, IL

Job Category: Full-time private teacher with travel

Description:

Family based in Lincoln Park, IL seeks a Private Teacher to co-develop, manage, and implement the education plan/home school program for an elite student athlete who is entering high school next year. Must have a four-year degree, with a special education or learning disability certification; advanced degree in special education strongly preferred. Experience with individualized education plans (IEPs) and at least two years of classroom teaching experience is required.

This position includes the opportunity to travel and an interest in sports is a plus! The family is willing to hire the right person immediately for a full-time role to perform tutoring until the 2018-19 school year. This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits. Local candidates are preferred. For consideration, please apply for position #410 at www.mahlermatch.com for consideration. Qualified applicants will be contacted.

Requirements:

Local candidates are preferred.

Benefits:

This is a full-time position with compensation of $90,000 to $110,000 offered, depending on experience, with benefits.

Contact:

Apply for position #410 at - http://www.mahlermatch.com

 

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Special Education Teacher

Chicago, IL

Job Category: Teacher

Be Noble. Teach Special Education at Noble.

Noble is Chicago's highest-performing and largest network of public charter high schools. Our 18 campuses currently serve over 12,000 students, of whom 98% are minority, 87% are low-income, and 82% are first-generation college goers. We believe our people are the most valuable asset in preparing our students for success in college. For that reason, we are looking for the best talent in education.

We believe that all students have the right to an excellent education; our Special Education teachers are crucial in ensuring all of our diverse learners have success in academics and in life. Special Education teachers analyze data, create and implement behavior management programs, communicate with parents/guardians, collaborate with other teachers, and develop IEP goals and objectives that address students of all ability levels. Additionally, Noble Special Education teachers deliver curriculum that ensures the growth of our diverse learners with rigor that prepares them for post-secondary success. Noble proudly has 86% of our special education students admitted to a four-year university.

Requirements:

  • Illinois Special Education License (LBS1) required – please apply if you're special education-certified in a different state and/or have a definitive timeline for your certification in Illinois.
  • A results-oriented history of personal achievement
  • A belief that all students can succeed in high school, college, and life
  • A data-driven mindset
  • The discipline to self-reflect and the hunger to continuously improve
  • Bachelor's degree
  • Eligibility to work in the United States

 

Benefits:

  • Strong School Culture: We have structures in place that enable you to teach 99% of your class period. You have autonomy to teach what you want to teach. We trust you to do what is best for students. If you ask for support, you will receive it. The work is exceptionally challenging, but it is also the most rewarding.

 

  • Meaningful Relationships: Our people genuinely care for and enjoy working with each other. We focus on building strong, meaningful relationships with every student and family. Everyone works with the shared mission of getting students ready for college.

 

  • High Expectations: Expectations are consistent for every adult and student in the building. From ensuring we have working copiers to responding to all emails you send, we are obsessed with following through on the basics that every teacher deserves.

Contact:

careers@noblenetwork.org
Website: http://noblenetwork.org/
To Apply: http://jobs.jobvite.com/noblenetwork/job/oozL5fwx

 

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Special Education Teacher - LEAD Public Schools

Nashville, Tennessee

Job Category: Special Education Teacher

Description

Special Education (SPED) teachers are champions for the cause of equality within the school and make sure that their students' needs are being met. Our ideal SPED teacher is passionate about supporting our students with IEPs, loves working with students who need the most support, is flexible, is coachable, and wants to grow as a teacher.

The LEAD Environment

Our SPED teachers work relentlessly with their teammates to ensure that all of their students not only are receiving additional support to enhance their learning and understanding of classroom material, but also meet the established Tennessee standards by the end of the year. This incredible work is done through coaching and support from administration, implementing regular feedback, collaboration with colleagues, data analysis, and working to make sure that students who come in below grade level rise above the challenges they face.

Requirements

Above all else, we look for teachers with the belief that all students, regardless of background and current ability, can succeed in high school, college, and life. In addition, we seek individuals with a data-driven mindset, willing to reflect and continuously improve their practice through observations, coaching, and feedback. These beliefs must be coupled with current certification or ability to be certified for the 2017-18 school year in Tennessee (required) (SPED K-12 certification in mild/moderate or comprehensive).

Benefits

In addition to a competitive salary and full benefits, we offer a relocation stipend and the opportunity to improve your practice through coaching and support.

Contact

If interested, apply online at: https://www.applitrack.com/leadacademy/onlineapp/default.aspx?Category=Middle+School+Teaching

If you're curious about LEAD and want to learn more, please direct all questions to Krista Oleson at krista.oleson@leadpublicschools.org.

 

 

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Regional Special Education Teacher

Denver, CO

Job Category: Special Education Teacher

Essential Duties & Responsibilities:

  • Create, review and implement Individualized Education Plans (IEPs) for students.
  • Effectively progress monitor student achievement and gather evidence in order to deliver individualized instruction and supports that are aligned to students' goals.
  • Plan and teach at least one section of reading, math, or English Language Development intervention, and/or plan and teach one section of PE (teacher's choice, i.e. yoga, crossfit, weightlifting etc.).
  • Lead an advisory that assists in planning and supporting school-wide events including Morning Meetings and off-campus learning opportunities.
  • Collaborate with general education teachers, school leaders, curriculum specialists and the special education team to ensure that instruction is always meeting the needs of all learners.
  • Use network-aligned unit and interim assessments to track student growth.
  • Analyze student assessment data and use it to determine next steps.
  • Assist with necessary school-wide systems to ensure a successful school day including (but not limited to) supervisory duties on a rotating basis in the morning, during lunch and after school.
  • Chaperone community service learning projects, college campus visits and local trips with students.
  • Complete and submit all necessary paperwork in a timely and professional manner.
  • Attend and participate in all staff meetings and professional development.
  • Maintain a positive, safe and organized learning environment for all students.
  • Learn and utilize Restorative Justice practices in the classroom.
  • Communicate regularly and often with families (by phone, email and/or home visits) to both solicit their input and share student social/emotional and academic progress.
  • Actively participate in all teams including grade-level, content, and other teams designated by the leadership at STRIVE Prep - RISE.
  • Provide fair, accurate, and constructive feedback to students on their progress.
  • Update gradebooks on a weekly basis.
  • Participate in summer Culture Academy in June 2017 for a stipend, and attend STRIVE Prep's Summer Training Institute in July 2017, as well as other professional development throughout the school year.
  • Additional duties as assigned.
  • Consciously choose to teach and transform the lives of high school scholars every day as a founding teacher at a growing school.
  • Proudly hold a Bachelor of Arts or Science degree (required) and a license to teach Special Education in Colorado, or be able to:
    • Add a Special Education Endorsement to a current Colorado Teacher License; OR
    • Transfer a Special Education license from another state; OR
    • Enroll in an alternative licensure program to obtain a Special Education license.
    • Read more about the available pathways to becoming a Qualified Special Education Teacher.
    • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
    • Speak Spanish or have experience working with bilingual students (strongly preferred).
    • Ongoing coaching and professional development.
    • 100 minutes of structured planning time built into the school day to plan the highest quality lessons.
    • A laptop and access to classrooms equipped with Smartboards and document cameras.
    • Competitive compensation package and annual performance based raises.
    • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
    • Funding of 100% of individual medical benefits and a wide range of insurance plans.
    • Additional stipends available for participation in athletic and extracurricular programs.

Our Aspiring Teachers:

  • Consciously choose to teach and transform the lives of high school scholars every day as a founding teacher at a growing school.
  • Proudly hold a Bachelor of Arts or Science degree (required) and a license to teach Special Education in Colorado, or be able to:
    • Add a Special Education Endorsement to a current Colorado Teacher License; OR
    • Transfer a Special Education license from another state; OR
    • Enroll in an alternative licensure program to obtain a Special Education license.
  • Read more about the available pathways to becoming a Qualified Special Education Teacher.
  • Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).
  • Speak Spanish or have experience working with bilingual students (strongly preferred).

 

What we Offer our Teachers:

  • Ongoing coaching and professional development.
  • 100 minutes of structured planning time built into the school day to plan the highest quality lessons.
  • A laptop and access to classrooms equipped with Smartboards and document cameras.
  • Competitive compensation package and annual performance based raises.
  • Participation in the Colorado PERA retirement program including a PERA 401k contribution option.
  • Funding of 100% of individual medical benefits and a wide range of insurance plans.
  • Additional stipends available for participation in athletic and extracurricular programs.

Contact:

Contact Rachel Medlock - Recruitment Manager at rmedlock@striveprep.org for more information

 

 

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SPED Teacher, Grades K-5

Description: Our public charter school is looking for a Special Education Teacher to join our team of dedicated educators in Yuma, AZ. Are you passionate about helping all students reach their potential? Do you love working in a...

Job Category: Special Education Teacher, Grades K-5

Description:

Our public charter school is looking for a Special Education Teacher to join our team of dedicated educators in Yuma, AZ. Are you passionate about helping all students reach their potential? Do you love working in a bright, active, positive environment? Are you interested in joining a team devoted to helping all children succeed? If so, we want to hear from you. We have received praise for our implementation of the inclusion model for special education, and we take our commitment to our students seriously.

Teacher will:

  • Create and execute individual education plans for each of the students in your care
  • Communicate with other staff and family members about each student's progress and struggles
  • Prepare detailed lesson plans and submit them to administrators for approval
  • Participate in IEP (individual education plan) meetings as scheduled
  • Use individualized reinforcement techniques to keep each student on the path toward greatness
  • Invite family members to participate in each student's educational progress
  • Create and distribute progress reports quarterly
  • Confer with admin over disciplinary and behavioral issues with students
  • Create a safe, productive classroom environment
  • Degree in Special Education required
  • Experience working with multiple disabilities, including autism spectrum, ADD and ADHD, learning disabilities, developmental delays and abuse/neglect issues
  • Ability to obtain a Level 1 Fingerprint Clearance Card
  • Positive, compassionate personality
  • Excellent communication and teaching skills
  • Confident in utilizing technology

Requirements:

  • Degree in Special Education required
  • Experience working with multiple disabilities, including autism spectrum, ADD and ADHD, learning disabilities, developmental delays and abuse/neglect issues
  • Ability to obtain a Level 1 Fingerprint Clearance Card
  • Positive, compassionate personality
  • Excellent communication and teaching skills
  • Confident in utilizing technology

Benefits:

Salary dependent on experience. Full benefits included.

Contact:

Debra Weigel, Principal
Desert View Academy
3777 W 16th Street
Yuma, Az 85364
dweigel@desertviewschools.com

 

 

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Early Childhood Special Educator

Lakenheath, UK

Job Category: Early Intervention

Description:

Sterling Medical has an opening for an Early Childhood Special Educator to work with children of American military families stationed at Lakenheath AFB, UK. Position works in a home-based early intervention program, providing services to infants and toddlers of American military families stationed overseas.

Requirements:

Requirements include a Master's degree in Special Education, US citizenship, a minimum of two years experience within the last five years working with developmentally delayed children in the 0, 1 & 2-year age population in a home-based early intervention capacity, and a current state teaching license/certification to teach in this capacity.

Benefits:

  • Generous paid time off
  • Relocation
  • Competitive tax-advantaged compensation provided

Contact:

Lynn Romer
Email: LynnR@magnummedicaloverseas.com
Telephone: 800-852-5678 x.156
Fax: 513-984-4909

 

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Director of Autism Education

Danville, VA

Job Category: Director

Description:

Building Blocks Center for Children with Autism is an accredited private school for children age 2 to 14 with a diagnosis of an Autism Spectrum Disorder. Building Blocks was established in 2004 as a division of the Center for Pediatric Therapies. Our school is licensed by the Virginia Department of Education (VDOE) and accredited by the Virginia Association of Independent Special Education Facilities (VAISEF).

The Director of Education leads and manages the Building Blocks program and staff of professional educators and behavior technicians. The Director of Education is responsible for the ongoing daily operations of the program in accordance with the VDOE and VAISEF. The Director of Education is responsible for setting the strategic direction for the program in accordance with current best practices in the field of autism education.

The Director of Education is 234 day contract employee. This position reports to the Executive Director of the Center for Pediatric Therapies.

Requirements:

The qualified candidate must hold a Masters Degree either in Special Education or in Administration/Supervision. The qualified candidate should have experience supervising other educators and staff. The qualified candidate should have experience with children with autism and be knowledgeable in the field of applied behavior analysis.

Benefits:

Paid time off, health insurance, vision insurance, dental insurance, life insurance, continuing education, professional development

Contact:

Please email your resume and cover letter to Kristen Barker, Executive Director, at kbarker@centerforpediatrictherapies.com

 

 

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PENNSYLVANIA CERTIFIED TEACHERS

Philadelphia, PA

Job Category: Medical

Description:

Pennsylvania certified teachers are needed in NE and Fernrock sections of Philadelphia for extended year (year-round) early intervention program serving pre-school children.

A Pennsylvania Certified Teacher of the Deaf and Hard of Hearing is needed in our "oral", self-contained NE Philadelphia classroom and as an itinerant teacher to students in their homes and community placement. Itinerant responsibilities for the Teacher of the Deaf and Hard of Hearing include providing primary consultation to the community education team and family regarding education strategies to promote the student's success. The Teacher of the Deaf and Hard of Hearing also gives instruction related to assistive technology to enhance hearing capabilities and work collaboratively with the education audiologist and other related services.
Pennsylvania Certified teachers in Special Education or Early Childhood Education are needed in our NE and Fernrock classrooms.

All teachers are responsible for following curriculum, developing lesson plans, coordinating all activities of the para-educator, leading, guiding, supervising, and stimulating the children in indoor and outdoor activities, being part of the IEP team, implementing goals, data collection, and progress monitoring.

Requirements:

The Teacher of the Deaf and Hard of Hearing must have Pennsylvania certification as a teacher of the deaf and hard of hearing, experience working with young children, a background in the areas of early childhood and early intervention, experience in multiple approaches for providing speech training, and is open minded to various communication approaches.

Certified Teachers must have Pennsylvania certification in Early Childhood Education or Special Education or Elementary or qualify for a Pennsylvania Certificate of Competency and experience with young children.

All teachers must have a commitment to inclusive practices and have an ability to involve families in the educational process. Bi-lingual skills are a plus.

Benefits:

An excellent benefit package which includes health insurance, life insurance, vested pension in three years, paid sick, personal, and holiday leave, and 4 weeks vacation are offered. We are easily accessible to public transportation and convenient free parking.

A highly competitive salary for the Teacher of Deaf and Hard of Hearing will be offered to the right candidate.

Salary for certified teacher is $37,011.

Many opportunities for continued education (Act. 48) are available.

EOE

Send resumes to ellen.braun@neccbh.org

PI98875983

 

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Special Education Specialist

Multiple Locations

Description:

The primary responsibility of the Special Education Specialist is to provide instruction and other related services to Special Education students. The Special Education Specialist will also facilitate diagnostic assessment including administration, scoring and interpretation. Will review and revise IEP's as needed. Will support instruction in reading, math, and written language for students, tutor individual and small groups of students, administer and score academic testing, write individualized education plans and support other academic programs as needed. The Special Education Specialist will work under the leadership of the Program Specialist and the Director of Special Education. This position will be available to provide direct instruction to students 6 hours a day.

Essential Functions include, but are not limited to the following:*

  • Provide instruction to students with special needs and identified learning disabilities in a special education program.
  • Tutor individual and small groups of students, reinforcing language and reading concepts.
  • Administer and score individual and group tests.
  • Schedule IEP meetings, coordinating schedules with parents, general education teacher(s), administrator, and all appropriate special education staff.
  • Conduct IEP meetings.
  • Communicate and coordinate special needs evaluation and testing with speech teacher, psychologist, and other service providers.
  • Communicate with parents regarding individual student progress and conduct.
  • Maintain progress records and record progress toward IEP goals.
  • Record progress within the independent study program.
  • Perform other duties in support of the Special Education Specialist program.
  • Support other academic programs offered within the independent study program.
  • Various openings in Burbank region, San Gabriel region, Victor Valley region, Inland Empire region, San Bernardino region, and San Juan region.
  • Special Education Specialist Certificate or ability to obtain Mild/Moderate Certificate.
  • Ability to teach students of grades K-12.
  • Ability to work with children of all ages.
  • Ability to understand, adopt, and support the independent study program, concepts and their philosophies.
  • Ability to organize and present ideas effectively in oral and written form.
  • Ability to make skillful decisions.
  • Ability to work under pressure and meet deadlines.
  • Ability to operate a PC computer, word processor, copier, FAX, and other office machines.
  • BA/BS Degree
  • Valid California Teaching Credential in Special Education (Mild/Moderate)

Knowledge, Skills and Abilities Required:

  • Special Education Specialist Certificate or ability to obtain Mild/Moderate Certificate.
  • Ability to teach students of grades K-12.
  • Ability to work with children of all ages.
  • Ability to understand, adopt, and support the independent study program, concepts and their philosophies.
  • Ability to organize and present ideas effectively in oral and written form.
  • Ability to make skillful decisions.
  • Ability to work under pressure and meet deadlines.
  • Ability to operate a PC computer, word processor, copier, FAX, and other office machines.

 

Education and Experience:

  • BA/BS Degree
  • Valid California Teaching Credential in Special Education (Mild/Moderate)

 

Contact:

Nehia Hearn
Human Resources Assistant
Direct: 626) 204-2552 Fax: 626) 685-9316
nhearn@ofy.org

 

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Acknowledgements

Portions of this month’s NASET’s Special Educator e-Journal were excerpted from:

  • Center for Parent Information and Resources
  • Committee on Education and the Workforce
  • FirstGov.gov-The Official U.S. Government Web Portal
  • Journal of the American Academy of Special Education Professionals (JAASEP)
  • National Collaborative on Workforce and Disability for Youth
  • National Institute of Health
  • National Organization on Disability
  • Substance Abuse and Mental Health Services Administration
  • U.S. Department of Education
  • U.S. Department of Education-The Achiever
  • U.S. Department of Education-The Education Innovator
  • U.S. Department of Health and Human Services
  • U.S. Department of Labor
  • U.S. Food and Drug Administration
  • U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this edition of the NASET Special Educator e-Journal.


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