TITLE:          Special Education Teacher of the Visually Impaired 

LOCATION:  TBD            

JOB GOAL: To provide direct instruction, technical support and skills; this includes providing appropriate tools, materials and curricular support as well as help in functional areas of daily living and vocational areas.

ESSENTIAL FUNCTIONS:

• Has primary responsibility for specialized instruction and services required to meet the unique educational needs of students with visual impairments.
• Possesses the skills and abilities necessary to provide and coordinate this specialized instruction.
• Assists the student, parents, special and general education personnel, and the student's sighted peers in
• understanding the unique educational needs and learning characteristics of students with visual impairments
• becoming aware of services and support available from local programs for visually impaired students,
• acquiring information regarding local, state, and national resources for the education of visually impaired students, and
• interpreting the visually impaired student's specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments.
• Consults regularly with the classroom teacher, other general and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.
• Assists the site administrator and teachers in making environmental adjustments for the student in the school.
• Shares responsibility with classroom teachers in the identification of instructional areas in which students with visual impairments require assistance.
• Assures that large-type or braille texts, testing materials, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)
• Provides instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas, as indicated in 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 as appropriate),
•  social/emotional skills and abilities, & sensory motor skills.
• Prepares sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels.  This instruction should be reflected in weekly or monthly lesson plans, as appropriate.
• Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.
• Provides initial and ongoing assessment:
• consults with assessment team to determine appropriate testing materials and modifications needed,
• assists with assessments when needed,
• Interprets assessment results when needed.
• Conducts functional vision/learning media assessments and produces written reports.
• Attends IEP meetings for students with visual impairments.
• Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conferences with relevant school and other key individuals.
• Maintains ongoing contact with parents to assist them in the development of a realistic understanding of their child's abilities, progress, and future goals.
• Provides in-service training programs for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students.
• Makes available pamphlets, films, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.
• Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.
• Maintains a current reference library of professional materials and resources.
• Acquires information and training about current research, development, and technology.
• Maintain adequate record of all assessments, IEPs, FVA, LMA, progress reports, and eye examinations.

.   OTHER DUTIES:  (Other duties as assigned.)

• Participates in teacher committee work and attends teacher meetings and professional development
• Supervision of paraprofessionals as assigned
• Prepares and/or escorts students to travel to special classes.
• Attends programs and events related to school.
• Attends to student’s personal care needs

QUALIFICATIONS:

Meet the employment qualifications set forth by the Kansas City, Kansas Board of Education and the Kansas State Department of Education

Obtain Kansas State Licensure for Teacher of the Visually Impaired

Certification of Contracted Braille, required within three (3) years from the date of hire

Familiar with Expanded Core Curriculum.

Comfort and skill in teaching functional daily living experiences

Familiarity with low vision tools and Electronic devices such as Braille and other specialized note takers

Familiar with instructional practices that enhance student engagement

Ability to work well with general education teachers and related service providers

Flexible work style

COMMUNICATION / ORGANIZATION: 

• Maintains communication with school personnel, and parents/guardians to enhance cooperative action which will meet the educational needs of students.
• Utilizes existing technology effectively in the performance of duties.

REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

LANGUAGE SKILLS: functions of the job include: pertinent laws, codes, policies, and/or regulations; personnel processes; curriculum adoption process; program planning and development; and adult learning styles and curriculum models. ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate to significant

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   While performing the duties of this job, the employee is regularly required to sit, walk, stand and talk or hear. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually loud and is a standard acceptable level for this environment.

OTHER SKILLS and ABILITIES:  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students. 

TERMS OF EMPLOYMENT:  

SALARY:           Based on KCKPS Salary Schedule     

FLSA STATUS:    Exempt   

REPORT TO:      Special Education Coordinator    

EVALUATION:   Performance of this position will be evaluated in accordance with Board of Education policy

Signatures

This job description has been approved by all levels of management:

Manager _______________________________________________

HR ___________________________________________________

Employee signature below constitutes employee’s understanding of the requirements, essential functions and duties of the position.

Employee _____________________________ Date ____________