Special Education

4 weeks ago


Springfield, United States Soliant Full time
Minimum 1+ years special education experience required.

Details
Position Type: Full-time
Caseload: Life Skills;Elementary, Middle School, and High School positions
Pay Range: $40+/hr; based on experience

Responsibilities:

  • Develop and implement individualized education plans (IEPs) for students with special needs, tailoring instruction to meet their specific goals and abilities.
  • Provide targeted instruction and support to students with diverse learning needs, adapting teaching strategies and materials as necessary.
  • Collaborate with general education teachers, support staff, and specialists to ensure the successful inclusion and support of students with special needs.
  • Monitor and assess student progress, adjusting instructional strategies to promote academic, social, and emotional growth.
  • Maintain accurate records of student performance and actively participate in IEP meetings with parents, guardians, and the IEP team.
  • Create a supportive and inclusive learning environment where all students feel valued and encouraged to succeed.

Qualifications:

  • Valid teaching certification in Special Education.
  • Bachelor's degree in Special Education or a related field (Master's degree preferred).
  • Strong understanding of special education principles and individualized instruction.
  • Effective classroom management and behavior support skills.
  • Empathy, patience, and a commitment to meeting the diverse needs of students with special needs.
  • Strong communication and collaboration skills.
  • Experience working with students with special needs is preferred.

Benefits:

  • Competitive compensation package
  • Medical, dental, vision, life and disability plans as well as 401k with employer match
  • Tax-free stipends available to those who qualify.

To set up an interview, email a copy of the respective certificate/license required to Alfonso Camero at alfonso.camero@soliant.com after submitting your application.



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