2025-2026 Teacher for Students with Visual Impairments Part time-Special Ed

Primary Purpose:

Provide specialized instruction and services to support the unique educational needs of students with visual impairments. Serve as a member of the educational team to support students access to curriculum functional independence and positive outcomes as defined by each students IEP.

This is considered a parttime position 2530 hrs./wk.

Qualifications:

Education/Certification:

Bachelors degree from an accredited university

Valid Texas Special Education Certificate (Preferred)

Valid Texas Teaching Certificate with the TSVI certification

Special Knowledge/Skills:

Knowledge of educational implications of visual impairments

Skills in developing and adapting curriculum for students with visual impairments

Ability to conduct functional vision and learning media assessments

Ability to interpret eye reports and explain them to staff and families

Proficiency in braille instruction (as needed)

Strong collaboration consultation and communication skills

Understanding of assistive technology and accessible instructional materials

Experience:

Experience working with students with visual impairments preferred

Experience in developing and delivering IEPbased specialized instruction

Major Responsibilities and Duties:

1. Provide specialized instruction and services required to meet the unique educational needs of visually impaired students.
2. Possess the skills and abilities necessary to provide and coordinate this specialized instruction.
3. Assist the student parents special and general education staff and the students sighted peers in:
1. Understanding the unique educational needs and learning characteristics of visually impaired students
2. becoming aware of services and support available from local programs for visually impaired students
3. acquiring information regarding local state and national resources for the education of visually impaired students and
4. interpreting the visually impaired students specific eye condition the educational implications of the visual impairment and the results of functional vision and learning media assessments.
4. Consult regularly with the educational team to coordinate programs and services for the visually impaired student.
5. Assist the campus administrator and teachers in making environmental adjustments for the student in the school.
6. Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
7. Assure that largetype or braille texts supplementary materials educational aids and equipment needed by the visually impaired student and the classroom teacher are provided in a timely manner to ensure the students maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher or they may be obtained from educational clerical or transcriber services.
8. Provide instruction in the development and maintenance of skills to meet the students unique educational needs in the following areas as indicated in the IEP:
1. low vision & visual efficiency skills
2. concept development & academic skills
3. daily living skills
4. career & vocational education skills
5. communication skills (these skills include braille reading and writing as appropriate)
6. social/emotional skills and abilities & sensory motor skills.
9. Prepare sequential and meaningful instruction geared to the students assessed needs IEP goals and objectives functioning and motivational levels.
10. Provide assistance to the classroom teacher in academic subjects and activities of the classroom that as a direct result of the students visual impairment require adaptation for the student.
11. Provide initial and ongoing assessment:
1. consult with assessment team to determine appropriate testing materials and modifications needed
2. assist with assessments when needed
3. interpret assessment results when needed.
12. Conduct functional vision/learning media assessments and generate written reports.
13. Attend ARD/IEP meetings for students with visual impairments.
14. Schedule time efficiently for assessment instruction planning preparation of materials travel and conferences with relevant schools and other key individuals.
15. Maintain ongoing contact with parents to assist them in the development of a realistic understanding of their childs abilities progress and future goals.
16. Provide inservice training for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations programs and services for these students.
17. Make available pamphlets videos and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.
18. Coordinate with other personnel such as transcribers readers counselors O&M specialists career/vocational education staff and rehabilitation counselors.
19. Maintain a current reference library of professional materials and resources.
20. Acquire information and training about current research development and technology.
    

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping pushing/pulling twisting

Motion: Repetitive hand motions frequent keyboarding and use of mouse

Lifting: Regular light lifting and carrying (less than 15 pounds); Occasional lifting up to 50 pounds. May occasionally require heavy lifting 45 pounds or more) and positioning of students with physical disabilities control behavior through physical restraint assist non ambulatory students and lift and move adaptive and other classroom equipment.

Environment: May work prolonged or irregular hours; districtwide and occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.