Teacher Visually Impaired (2026-2027)

SUMMARY:

ProvideSpecialEducation students with learning activities and experiences designed to help them fulfill their potential for intellectual emotional physical and social growth; develop or modify curricula prepare lessons and other instructional materials of multi-ability levels and assist in the implementation of technology for the visually impaired; work in self-contained team departmental or itinerant capacity asassigned.

The essential functionspursuant tothe Americans with Disabilities Act may include the characteristic duties and responsibilities notedherein however this listrepresentsexamples onlyandisnotacomprehensivelistingofallfunctionsandtasksperformedbypositionsfound in this job description.

• ModelKISDcoreorganizationalbeliefsandvalues;performdutieseffectivelyandefficientlyforthepurposeofsupportingandcontributingtohighstudentachievement.

• Provideprogramsupportandservicedelivery;communicateeffectivelywithinandacrossteamsandparticipateincross-functional work groups.

• MaintainacommitmenttotheDistrictmission;modelDistrictexpectationsthroughpersonalleadershipandactivelysupporttheeffortsofotherstoachieveDistrictgoals.

MAJOR RESPONSIBILITIES AND DUTIES

InstructionalStrategies

• Provides instruction inappropriate academicand non-academic content areas to the visually impaired student in the classroom.

• Shares responsibility with classroom teachers in the identification of instructional areas inwhich the studentrequiresassistance.

• Assures that large-type or braille texts supplementary materials educational aids and equipment needed by the visually impaired student and the classroom teacher are providedin a timely mannerto ensure the students maximum participation in all classroom activities.

• Provides instruction in the development and maintenance of skills to meet the students unique educational needs in the following areas asindicatedin the IEP:

• low vision & visual efficiency skills

• concept development & academic skills

• daily living skills

• career & vocational education skills

• communication skills (these skills include braille reading and writing asappropriate)

• social/emotional skills and abilities & sensory motor skills.

• Prepares sequential and meaningful instruction geared to the students assessed needs IEP goals andobjectives functioning and motivational levels. This instruction should be reflected in weekly or monthly lesson plans asappropriate.

• Assiststhe student parents special and regular education personnel and the students sighted peers in:

• understanding the unique educational needs and learning characteristics of visually impaired students

• becoming aware of services and support available from local programs for visually impaired students

• acquiringinformationregardinglocal state and national resources for the education of visually impaired students and

• interpreting the visually impaired students specific eye condition the educational implications ofthe visualimpairment and the results of functional vision and learning media assessments.

Student Growth and Development

• Provides initial and ongoing assessment.

• Conducts functional vision/learning media assessments and produces written reports.

• Beapositiverolemodelforstudents.

Classroom Management and Organization

• Assiststhe site administrator and teachers in making environmental adjustments for the student in the school.

• Createa classroomenvironmentconducivetolearningandappropriateforthephysicalsocialand emotional development of students.

• ManagestudentbehaviorinaccordancewithStudentCodeofConductandstudenthandbook.

• Takeallnecessaryandreasonableprecautionstoprotectstudentsequipmentmaterialsand facilities.

• Assistinselectingbooksequipmentandotherinstructionalmaterials.

• Compilemaintainandfileallreportsrecordsandotherdocumentsrequired.

Communication

• Consults regularly with the classroom teacher other regular and special education personnel parents and others to coordinate programs and services for the visually impaired student.

• Coordinates with other personnel such as transcribers readers counselors O&M specialists career/vocational education staff and rehabilitation counselors.

• Establishandmaintainaprofessionalrelationshipandopencommunicationwithparentsstudents colleagues and community members.

Professional Growth and Development

• Provides in-service training programs for school personnel and students and education for parentsregardingthe needs of visually impaired students and adaptations programs and services for these students.

• Participateinstaffdevelopmentactivitiestoimprovejob-relatedskills.

• ComplywithStateDistrictandschoolregulationsandpoliciesforclassroomteachers.

• Attendandparticipateinfacultymeetingsandserveonstaffcommitteesasrequired.

Other

• Maintainconfidentiality.

• Developandmaintainsystemsforretrievalofinformationinsupportofallprograms;compilemaintainfileandsecureallphysicalandcomputerizedreportsrecordsandotherrequireddocuments.

• PursueProfessionalDevelopmentactivitiesforselfandassignedstaff;ensurethatProfessionalDevelopmentactivitiesarealignedwithDistrictgoalsandinitiativesandcurrentprofessionalresearch.

• Complywithallpoliciesoperatingprocedureslegalrequirementsandverbalandwritten directives.

• ComplywiththeProfessionalCodeofEthicsandStandardPracticesforTexasEducators.

• FollowDistrictsafetyprotocolsandemergencyprocedures.

• Performotherrelateddutiesasassigned.

QUALIFICATIONS:

Education/Certification:

Teacher of Students with Visual Impairments (TSVI) prerequisites:

• Initial teaching certification preferably in special education elementary or secondary education and

• Bachelors degree from an accredited university

Certification to work with students with visual impairments is available regardless of where you live in Texas. Training is provided through Texas Tech University and Stephen F. Austin State University.

Experience:

• Seeprerequisite listed above

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

• Skills and abilities necessary to provide and coordinate this specialized instruction

• Knowledgeofcoreacademicsubjectassigned

• Knowledgeofcurriculumandinstruction

• Abilitytoinstructstudentsandmanagetheirbehavior

• Strongorganizationalcommunicationandinterpersonalskills

SUPERVISORY RESPONSIBILITIES:

• None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

• Personalcomputerphonesystemsvideo/instructionalequipmentandperipherals

Posture:

• Prolongedsittingandstanding;frequentkneeling/squattingbending/stooping pushing/pulling and twisting

Motion:

• Frequentwalking;repetitivecomputerworkwithfrequentuseof handsandwrists

Lifting:

• Regularlightliftingandcarrying(lessthan15pounds);mayliftandmovetextbooksand classroom equipment

Environment:

• Work to be completed on-site from assigned school or building

• Regular exposure to noise and computer monitors

• No remote work

• Frequentdistrictwide travel

Mental Demands:

• Workwithfrequentinterruptions;maintainemotionalcontrolunderstresswork; prolonged or irregular hours

INTENT AND ACKNOWLEDGEMENT:

Thisdescriptionisintendedtoindicatethekindsoftasksandlevelsofworkdifficultyrequiredofpositionsgiventhistitle and shall not be construed as declaring what the specific duties and responsibilities of anyparticular positionshall is not intended to limit or any waymodifythe right of any supervisor to assigndirectand control the work of employees under use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

Required Experience:

IC