AIDES: CLASSROOM VS. PERSONAL

Special Education Aide Under general supervision, to assist the Special Education teacher in the preparation, monitoring, and curriculum to individual and small groups of students with special learning needs; and do related work as assigned. Positions assigned to this class are distinguished from an Instructional Aide primarily by the relative independence of action and intensity of the instructional requirements. Following training in specific programs and techniques, works with a highly structured plan. These aides must be able to adapt to the particular educational needs of the student: behavioral and instructional.

Essential Functions/Duties Start, pace and complete student lessons in a punctual manner. Follow curriculum guide or lesson plan Record information in lesson plans, forms, or charts accurately Respond in an appropriate manner to inappropriate behavior. Adhere to requirements for confidentiality regarding student information. Reward appropriate student behaviors according to a designed reinforcement strategy. Attend appropriate workshops to update skills.

Qualifications Knowledge of: Correct English usage, grammar, vocabulary and sentence structure, both orally and in writing Basic organizational skills Ability to: accept training and guidance provided by Special Education teacher and modify performance accordingly. Follow oral and written instructions.

Physical Requirements Ability to see for the purpose of reading instructional materials, documents and other printed matter, for observing students and for the safe operation of equipment. Ability to hear and understand speech at normal levels in person and/or on the telephone. Ability to communicate so others will be able to clearly understand a normal conversation in person and/or on the telephone. Ability to operate computer, typewriter, calculator, copy machine, telephone and other office equipment with dexterity and in a safe and efficient manner. Ability to routinely lift/carry office supplies and printed materials weighing up to 25 pounds.

Teacher assistants 40% work half time Educational requirements range from a high school diploma to some college training. Favorable job prospects are expected. Opportunities should be best for those with at least 2 years of formal postsecondary education, those with experience in helping special education students, or those who can speak a foreign language. Provide instructional and clerical support for classroom teachers to allow teachers more time for lesson planning and teaching.

Glendale Union High School District (example)