School Psychologist

Special Education TeacherI Cave Creek, AZ

Resource Classroom
Full time
High School
The caseload is currently under 25 students
Push in and essential skills

Licensure required

Job Tasks:

• Create Individualized Education Programs (IEPs): Special education teachers develop and implement IEPs for each student, outlining specific goals, accommodations, and modifications tailored to their unique learning needs. This differs from general education teachers, who follow a standard curriculum for all students.
• Adapt Curriculum: Modify the general education curriculum to meet the learning abilities of students with disabilities. This includes breaking down complex concepts, simplifying tasks, and using specialized instructional strategies.
• Provide Differentiated Instruction: Unlike general education teachers, who may differentiate instruction occasionally, special education teachers consistently adjust lessons to accommodate various learning styles, abilities, and needs.

• Work with Diverse Disability Types: Special education teachers provide services for students with a wide range of disabilities, including learning disabilities, autism, speech/language impairments, intellectual disabilities, and emotional or behavioral disorders. They offer both academic support and life skills training.
• Teach Life Skills: In addition to academic subjects, special education teachers often teach life skills, such as personal hygiene, social interactions, and functional skills (e.g., money management, vocational skills), which is less common in general education roles.
• Focus on Social and Emotional Learning (SEL): Emphasize SEL in daily instruction, helping students with disabilities develop self-regulation, emotional understanding, and interpersonal skills. This differs from general education, which may not place as strong an emphasis on SEL.

• Implement Behavior Plans: Collaborate with behavior specialists and BCBAs to implement and monitor behavior intervention plans (BIPs) for students with challenging behaviors. This requires managing both academic and behavioral progress, whereas general education teachers may not be as involved in formalized behavioral interventions.
• Provide Positive Behavior Support: Use positive reinforcement and behavior modification techniques to manage classroom behavior and promote positive interactions, often more intensively than in a general education setting.
• Crisis Management: Special education teachers are often trained to handle crises related to emotional outbursts or behavioral issues, using de-escalation techniques or other strategies designed for students with significant behavior challenges.

• Implement Accommodations: Special education teachers ensure that students receive the accommodations and modifications specified in their IEPs, such as extended test times, different testing formats, or specialized seating arrangements. General education teachers may provide some accommodations, but special education teachers are responsible for ensuring compliance with legal requirements.
• Modify Testing and Assessments: Adapt tests and assessments to meet the learning levels and abilities of students with disabilities, ensuring that evaluations are fair and measure the student's understanding without unnecessary barriers.
• Use Assistive Technology: Provide and teach the use of assistive technologies, such as speech-to-text devices, audiobooks, or communication boards, to support students with physical or communication difficulties.

• Work with Specialists: Special education teachers work closely with a team of professionals, including speech therapists, occupational therapists, physical therapists, school psychologists, and behavior analysts, to meet the holistic needs of students. This level of collaboration is generally more extensive than in general education settings.
• Coordinate with General Education Teachers: Collaborate regularly with general education teachers to ensure that students with disabilities receive appropriate support in inclusive classrooms and have access to the general education curriculum.
• Participate in IEP Meetings: Attend and often lead IEP meetings to discuss students' progress, goals, and necessary adjustments to their plans. This involves coordinating with parents, administrators, and other educators to ensure student success.

• Track Student Progress on IEP Goals: Monitor and document students' progress toward their IEP goals through ongoing assessments and observations. Unlike general education teachers, who typically track academic performance, special education teachers focus on individualized goals, which may include both academic and functional skills.
• Data Collection: Regularly collect and analyze data to assess the effectiveness of instructional strategies, accommodations, and interventions. This data-driven approach ensures that the educational needs of each student are being met.
• Prepare Progress Reports: Provide detailed progress reports to parents and school administrators, highlighting improvements, challenges, and any necessary adjustments to the IEP or behavior plan.

• Provide Intensive Instruction: Work with students in small groups or one-on-one settings to deliver personalized instruction. This contrasts with general education, where most instruction is delivered to the whole class.
• Adapt to Different Learning Environments: Teach students in various settings, including self-contained classrooms, resource rooms, or inclusion classrooms, depending on the students needs. Special education teachers are more flexible in adjusting instructional environments compared to general education teachers.

• Plan for Post-School Transitions: Special education teachers often help students, particularly those in upper elementary grades or high school, prepare for transitions to middle school, high school, or post-secondary life. This may involve helping students develop job skills, independent living skills, or planning for further education.
• Collaborate on Transition IEPs: Work with students, parents, and other professionals to create transition plans that outline goals for life after graduation, including employment, community involvement, or independent living.

• Provide Family Support: Special education teachers often have more direct and frequent contact with parents, offering support and guidance on how to reinforce learning and behavior strategies at home. They may provide resources or training to help families better understand their child's needs.
• Engage in IEP Discussions: Lead discussions with parents during IEP meetings, explaining the services and supports their child will receive, and ensuring the family is involved in decision-making.
• Offer Continuous Communication: Keep open lines of communication with parents, providing updates on progress and any concerns related to the childs development, both academic and behavioral.

• Ensure Compliance with IDEA and ADA: Special education teachers are responsible for ensuring that their students receive services in compliance with the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). This involves understanding legal requirements and ensuring that all accommodations, services, and documentation meet federal and state standards.
• Advocate for Students Rights: Serve as an advocate for students with disabilities, ensuring they have equal access to education, are not discriminated against, and receive the services they are legally entitled to.

For more informationabout this position, please contact Mark Anzaloneat mark.anzalone@procaretherapy.com or by calling 904-977-6960. Resumes should be sent to my email if interested.

Mark Anzalone
Procare Therapy
Account Executive
mark.anzalone@procaretherapy.com
904-977-6960