SPED Teacher

Primary Purpose:
The SPED Teacher Inclusion and/or Content Mastery Teacheris responsible for providing specialized educational support to students withdisabilities in the regular education classroom. This role involves developing and
implementing individualized education plans (IEPs) delivering targeted instruction managing
behavior and fostering an inclusive and supportive learning environment for students with
significant disabilities. TheSPED Teacher works closely with parents staff and other
professionals to ensure each students educational social and emotional needs are met.
Qualifications:
Education:
Bachelors or Masters degree in Special Education or a related field with a focus on
working with students with low-incidence disabilities.
Certification:
State certification as a special education teacher with specific endorsement in
low-incidence disabilities (varies by state).
Experience:
Prior experience working with students with disabilities in a special
education setting is preferred. Experience in developing and implementing IEPs is highly
desirable.

Skills and Competencies:
Strong understanding of low-incidence disabilities (e.g. autism spectrum
disorders significant cognitive disabilities multiple disabilities).
Ability to differentiate instruction and modify materials to meet diverse student
needs.
Strong classroom management and behavioral intervention skills.
Excellent communication skills both written and verbal for collaborating with
parents staff and students.
Patience empathy and a strong commitment to student development.
Ability to work independently and as part of a collaborative team.

Major Duties and Responsibilities:
Develop and Implement IEPs:
Create implement and monitor Individualized Education Plans (IEPs) tailored to the
unique needs of students with low-incidence disabilities ensuring goals are clear
measurable and achievable.
Direct Instruction:
Provide individualized or small group instruction to students in academic subjects social
skills daily living skills and functional life skills. Modify teaching methods and materials
to accommodate students specific learning styles and needs.
Behavioral Support:
Implement strategies to address challenging behaviors create behavior intervention
plans and collaborate with support staff to maintain a positive and safe classroom
environment.
Assessment and Documentation:
Regularly assess student progress and document educational and behavioral data.
Update IEPs as required and communicate progress to parents and other professionals.
Collaborate with Team Members:
Work collaboratively with general education teachers special education staff speech
therapists occupational therapists counselors and other school professionals to create
a cohesive support plan for each student.
Parent Communication:
Maintain open communication with parents/guardians to provide updates on student
progress discuss IEPs and address concerns or questions.
Classroom Management:
Establish and maintain a structured safe and supportive classroom environment.
Manage classroom routines transitions and provide a calming space for students when
needed.
Provide Life Skills Training:
Teach practical skills related to independent living including hygiene personal care
community-based skills and vocational training.
Professional Development:
Stay current with best practices in special education and low-incidence disabilities by
attending professional development workshops conferences and engaging with
relevant research.

Tools and Equipment:
Assistive technology devices and software
Adaptive tools (e.g. specialized seating communication boards sensory items)
Classroom materials (e.g. sensory aids communication devices adapted learning tools)
Office equipment (e.g. computers tablets printers)
Educational resources (e.g. curriculum materials behavioral management charts visual
supports)
Working Conditions:

Hours:
Full-time position typically during regular school hours. Some after-school or weekend
hours may be required for IEP meetings professional development or parent
communication.
Physical Demands:
The teacher may need to assist students with mobility positioning and physical tasks
requiring moderate physical activity such as lifting or assisting students with limited
mobility. The classroom setting may require standing walking and managing small
groups of students.
Emotional Demands:
The role can be emotionally demanding as the teacher works closely with students with
significant disabilities and faces challenges related to behavior management student
progress and complex family dynamics.
Collaborative Atmosphere:
The teacher will work in close collaboration with other special education teachers
general education staff and related service providers to ensure a holistic approach to
student development.

Supervisory Responsibilities:
None