Vision Teacher (Special Education)

 

JOB GOAL

To serve students throughout the district who require educational services due to vision loss (addresses the unique educational, communication, social/emotional needs of the student with vision loss and provides guidance to the student’s family and school personnel)

 

QUALIFICATIONS

Holds a valid Tennessee teacher's license with appropriate endorsement; has strong written, verbal, presentation, and interpersonal skills; and meets health and physical requirements

 

REPORTS TO Special Education Supervisor

FLSA STATUS Exempt

SCHEDULE 200 Day  

 

ESSENTIAL FUNCTIONS

• Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of students;
• Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor;
• Conducts IEP-team meetings and conferences with parents; plans, writes, and implements appropriate individualized education program (I.E.P.); 
• Develops appropriate IEP goals based on data and the educational needs of the child;  
• Plans and carries out instruction as documented in the students’ Individual Education Plans (IEP’s); 
• Demonstrates working knowledge of medical eye reports; 
• Reviews/obtains updated, available medical information regarding the student’s degree/type of vision loss and shares this knowledge with parents, teachers, and other appropriate staff; this information is used in planning for the student’s instructional and environmental needs and necessary accommodations/modifications;
• Effectively communicates/consults with staff, including general education and special education teachers, related services personnel, and nurses; 
• Demonstrates understanding and application of the referral process for identification of students with vision loss, and the monitoring of students with known vision loss;
• Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of vision loss, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior; 
• Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs; 
• Grades and evaluates student performance, both written and demonstrative; 
• Creates an environment that provides appropriate acoustic access and or line of site for full participation for students with vision loss; monitors for this access within general ed. environment; 
• Implements strategies for assessing learning environments and conducting functional behavioral assessments and functional vision assessments within the environment; 
• Observes student behavior and performance within the regular classroom and provides consultative services to regular classroom teachers, as needed;
• Provides information and emotional support for students and families to promote understanding and coping skills for their child’s vision loss; 
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families;
• Monitors and adjusts student programming as necessary;
• Knows and follows all safety rules and procedures;
• Maintains necessary records and completes the necessary paperwork;
• Administers diagnostic tests and evaluates student progress on a regular basis;
• Keeps attendance and grade records as required by the board of education;
• Observes students to detect signs of ill health or emotional disturbance and reports, as appropriate;
• Fosters cooperative social behavior; 
• Reports to the principal any reasonable suspicion that a student's health or welfare has been or appears to have been harmed as a result of abuse or neglect;
• Represents the school and the community in a positive manner;
• Complies with board policies, school rules, and administrative regulations; 
• Meets assigned classes in the locations and at the times designated;
• Attends work regularly and on-time;
• Participates in faculty and professional meetings; engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students;
• Performs other duties as assigned.

 

TEMPERAMENT (Personal Traits)

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
• Adaptability to working with students; and
• Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

 

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

• Intelligence: The ability to understand instructions and underlying principles; the ability to reason and make judgments.
• Verbal: The ability to understand meanings of words and the ideas associated with them.
• Numerical: The ability to perform arithmetic operations quickly and accurately.
• Data Perception:   The ability to understand and interpret information presented in the forms of graphs, charts, or tables.
• Spatial: The ability to comprehend forms in space and understand relationships of plane and solid objects.
• Manual Dexterity: The ability to move the hands easily and manipulate small objects with the fingers rapidly and accurately.
• Color Discrimination: The ability to perceive or to recognize similarities or differences in colors or shades or other values of the same color.

 

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands that may be required are as follows: pushing and/or pulling, stooping and/or kneeling, reaching and/or handling, talking, hearing, seeing, and climbing.

 

WORK CONDITIONS

Normal working environment.

 

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills of personnel so assigned.

 

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits.  The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace.  Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.