As soon as possible
Educational Assistant Salary Schedule
35 hours per week
Part Time
Deafblind Interveners work one-to-one with students who are deafblind to help them reach their highest potential and improve their quality of life. They work as part of the educational team.
• Use and maintain amplification, cochlear implants, and assistive listening devices as directed.
• Use and maintain glasses, low vision devices, and prostheses as directed.
• Maximize the use of residual vision, hearing, and touch across multiple environments.
• Implement tactile strategies based on student needs to support inclusion, learning, and interaction.
• Encourage and support the individual’s use of their senses to supplement learning, including gustatory, olfactory, proprioceptive, and vestibular.
• Utilize strategies that support the development of body awareness, spatial relationships, and related concepts.
• Make adaptations consistent with the cognitive, physical, and medical needs of the individual as directed.
• Adapt and provide access to general education and deafblind specific curricula for instruction of academics, related arts subjects, physical education, and the expanded core curriculum under teacher direction and supervision.
• Facilitate the use of calendar systems and other tools for transition and communication across educational environments.
• Use student preferences to adapt curricular content as directed
• Provide opportunities for the student to generalize and maintain knowledge and skills across environments.
• Create and implement the use of adapted books and other learning materials as directed.
• Provide positive reinforcement and feedback to the student to increase engagement and progress across curricular content.
• Use of specific adaptive equipment as directed by related-service specialists.
• Promote the use of sighted guide, trailing, and protective techniques and reinforce travel strategies and the use of mobility devices as directed by the O&M Specialist.
• Provide input, observations, and support to the assessment team before and during assessment.
• Provide consistent opportunities for students to respond and express themselves before, during and after learning activities using preferred communication modality.
• Apply child-guided instructional approaches.
• Reinforce concepts that are typically learned incidentally that are necessary to engage fully in instruction.
• Use routines and functional activities as learning opportunities.
• Use supportive touch to facilitate memory and enhance learning.
• Provide environmental information across all settings.
• Assist the individual with deafblindness to organize sensory information and orient to space and objects across all settings.
• Implement routines to support students’ anticipation, motivation, communication, and security.
• Utilize positioning, environmental modifications, and identified assistive technologies to increase student engagement, and opportunities to respond.
• Use strategies to promote turn-taking.
• Make adaptations and offer supports for tactile skill development.
• Use strategies to elicit, enhance, and expand receptive and expressive communication in all contexts and activities.
• Implement recommended augmentative and alternative communication systems.
• Promote opportunities for communication with a variety of peers and staff.
• Implement modifications and accommodations as specified on an IEP/IFSP.
• Implement strategies that support IEP transition goals to adult roles, including employment, higher education, and community participation based on the student’s interests with the support of the team.
• Facilitate language and literacy development as directed by certified professionals.
• Establish and maintain a trusting relationship with the individual.
• Use a range of preventive and responsive practices, documented as effective to support individuals’ social, emotional, and educational well-being.
• Facilitate direct learning experiences.
• Observe, identify and respond to communicative behavior and intent.
• Facilitate independence and interdependence for the individual in performing tasks, solving problems, and self-advocating.
• Provide and reinforce instruction in the areas of daily care and self-help.
• Apply appropriate prompting system, reinforcement, and other behavioral principles that are supportive to the individual.
• Provide the individual with opportunities to practice and develop their self-determination skills including choice making and problem solving.
• Use sensory integration strategies as directed to support self-regulation.
• Use strategies that promote the individual’s independent and safe movement and active exploration of the environment as directed.
• Ongoing communication about the goals of lessons with team members and supervisors as needed
Formal Education:
National Certification of Deaf/blind Intervener (District is willing to work with a candidate who is interested in receiving the training/certification).
Valid driver's license.
Certification:
State of Wisconsin, Special Education certification is required prior or after placement in the position. $100.00 for a five year license and renewals are necessary as long as you remain in Special Education.
Knowledge, Skills & Abilities:
• Ability to work under minimal supervision and prioritize student needs.
• Must have excellent written and oral communication and interpersonal skills.
• Uses oral and written communication, including email, appropriately and professionally.
• Encourages, models, and maintains high standards of professional conduct and appearance.
• Must have an excellent attendance record.
• Ability to multitask, effectively prioritize and work independently on position related needs and tasks.
• Maintain confidentiality of student records under FERPA and HIPAA.
• Adheres to district policies.
• Knowledge of appropriate student interventions and strategies.
• Ability to work as a team player
• Ability to perform effectively in critical and crisis situations
• Must be proficient in the use of various software including, but not limited to, Microsoft Word and Excel, Google Apps, and knowledge of or the ability to quickly learn Infinite Campus.
- Cover Letter
- Letters of Recommendation
- Custom Questions