Special Education Teacher

Position Type: Special Education Services

Date Posted: 4/3/2026

Location: Corporation

Reports to: Building Principal, Director of Exceptional Needs, and/or appropriate administrative personnel

Supervises: Instructional Assistant if appropriate

Terms of Employment: 185 Days. Salary and work year to be established by the Board.

SUMMARY

To devise and implement individualized programs for students with special needs to assist their learning in the Least Restrictive Environment (L.R.E.).

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Meets and instructs assigned in the locations and at times required.
• Assists in the development of an Individualized Education Plan (I.E.P.) for each special needs student.
• Plans a program of study that meets the individual needs, interests, and abilities of the students.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
• Encourages students to set and maintain standards of classroom behaviour.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitation of the location provided and the needs and capabilities of the individuals or student groups involved.
• Meets with classroom teachers and principals to discuss individual programs to be designed for children who will receive classroom instruction.
• Schedules classes for specific remedial instruction.
• Notifies parents of children who will receive special education services and supplemental classroom instruction and discusses the program with them, answering questions they may have.
• Meets with classroom teachers, individually and in groups, to plan students’ programs.
• Assists in developing the school service plan for special needs students.
• Recommends methods to be used and evaluates the methods on an ongoing basis.
• Evaluates the progress of each child enrolled in his/her special education program by observing the child in the school setting and by studying written reports about the child prepared by teachers or certified support staff (e.g., school psychologist).
• Consults with classroom teachers (e.g., assisting in their understanding of curriculum modification in the IEP).
• Keeps parents informed of their children’s progress.
• Other duties as assigned by the Principal.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential function satisfactorily with reasonable accommodation. The requirements listed below are representative of the knowledge, skills, licensure and ability required.

EDUCATION and/or EXPERIENCE

• B.S. or B.A. in area of major study.
• Successful experience working with special needs students preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

• Valid Indiana State Teacher License in Special Education.
• Licensure and endorsements in multiple disciplines preferred.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

LANGUAGE SKILLS

Ability to read, analyse, and interpret professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondences, and procedure manuals. Ability to effectively present information and respond to questions.

MATHEMATICAL SKILLS

Ability to apply general mathematical concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS AND ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community, and ability to speak clearly and concisely in written or oral communication. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.