Job Description

CERTIFIED SPECIAL EDUCATION INSTRUCTOR

National, United States | Full-time, Part-time, Per-Diem

Job Code

901237

Status

1099

Department

Rehabilitation Med

Job Type

FT, PT, PRN

Reports To

CEO

Secondary

Regional Director

JOB SUMMARY

Under the supervision of the CEO and Regional Director, the certified Special Education Instructor will provide evaluation, consultation and intervention services for the assessment and treatment of restorative, educational modalities in a variety of settings, of which is to include primary care and behavioral health centers, short-term rehabilitative settings, private and public educational institutions and personal dwellings. Involving other academic and rehabilitative practitioners, the certified Special Education Instructor will (a) identify impairments,
(b) administer standardized and non-standardized testing, (c) summarize present levels of functioning written and oral, (d) determine and account for co-morbid variables related to behavior, learning, affect and personality, and (e) establish an appropriate instructional plan of care and accompanied therapy classification.

The Special Education Instructor is responsible for providing therapeutic intervention to a diverse mix (age, ethnicity, socioeconomic and geographical) of patients in both virtual and in-person fora, while appraising and educating patients on strategies relevant to environmental constraints, learning barriers, psychodynamics and coping systems applied to activities of daily living.

A significant component of the Special Education Instructor’s role involves consultation with other academic professionals and health care staff. The certified practitioner serves as a key member of a multidisciplinary treatment team, providing resources and consultation to physicians, nurses, educational institutions, caregivers and other allied health professionals on an as needed case-by-case basis.

As such, the Special Education Instructor is expected to engage with Corporate allies in a scholarly exercise of relevant research and usance of literature within his or her clinical area of specialty. At times, the individual may be commissioned to present the diagnostics of a case, when deemed appropriate.

Adherence to the profession’s Code of Ethics and ethical reasoning to make diagnostic decisions is necessitated.

General knowledge of learning theories, developmental pedagogy, maturational principles and application of psychoeducational therapeutic methods, including but not limited to applied behavioral analysis, cognitive and group dynamics, administration and interpretation of diagnostic State-based assessments, statistics and measure theory is required for holistic treatment.


MAJOR RESPONSIBILITIES

Technical Skill: Incumbent performs his/her job demonstrating technical ability, understanding of job expectations and compliance with
organizational policies and procedures. The incumbent performs the following job responsibilities:

Assessment

  • Behavioral Analyses
  • Mental Status Evaluation
  • Assistance with data collection on Sensory-Motor, BIP and IEP Diagnostics including but not limited to classroom adaptions, experiential learning, assistive devices, curricular alterations, intellectual acquisition, educational development, neurophysiological functioning, perceptual functioning, decisional capacity and propensities.

Behavioral Interventions

  • Individual, family, and group modalities, utilizing a range of evidenced-based, pedantic interventions.
  • Specialized therapy techniques related to differentiated instruction, neuroscience and systems theory may be utilized as deemed appropriate.

Consultation

  • Provides appropriate recommendations to multidisciplinary staff regarding management of patient to facilitate effective educational outcomes and successful psychosocial adjustment utilizing a youth-family centered perspective.
  • Provides consultation to schools, vendors and other community resources, when needed and deemed appropriate.
  • Serves as the consultant on various multidisciplinary treatment teams to maximize educational outcomes.

Training

  • Implements training in Differentiated Instruction through formal didactic seminars via virtual and in-person fora.
  • Makes case presentations to rehabilitative team members on a consultative basis.

Research

  • Engages in scholarly inquiry and research related to quodlibetic data, general wellness and Rehabilitative Medicine.
  • Integrates evidence-based practices into treatment modalities across all relevant, field-specific domains.

JOB REQUIREMENTS

Education

  • Minimum: Completion of all coursework in a Bachelor-level program related to Special Education Instruction with Certification Requirements met.
  • Preferred: Completion of all coursework in a Masters-level program related to Special Education with Certification Requirements met.

Work Experience

  • Minimum: 1 year experience in a school based setting.
  • Preferred: 2 year experience in a school based setting.

Licenses & Certifications

  • Minimum: State Instructional Certification to practice as a Special Education Instructor.
  • Preferred: Membership in related associations.

Required Skills, Knowledge, and Abilities

  • State Instructional Certification to practice as a Special Education Instructor.
  • Ability to work effectively with diverse populations and across the developmental and multicultural spectrum.
  • Proven interpersonal skills and ability to work effectively with professionals and families from a variety of disciplines.
  • Assessment skills including personality, cognitive functioning, and emotional functioning.
  • Familiarity with research and ability to evaluate research in the area of education.
  • Ability to function independently with at least a moderate degree of responsibility.
  • Training and proven ability to act ethically according to professional code of conduct for Special Education Instructors.

AGE SPECIFIC COMPETENCY

  • Age-specific competencies for direct and indirect patient care providers who regularly assess, manage and treat patients
  • Infants (Birth – 11 months)
  • Toddlers (1 – 3 years)
  • Preschool (4 – 5 years)
  • School Age (6 – 12 years)
  • Adolescent (13 – 19 years)
  • Young Adult (20 – 40 years)
  • Middle Adult (41 – 65 years)
  • Older Adult (Over 65 years)

PHYSICAL REQUIREMENTS

Note: Light. Reasonable accommodations may be made available for individuals with disabilities to perform the essential functions of this position.

Physical Demand Level Occasional
(Up to 33% of the time )
Frequent
(34% – 66% of the time)
Constant
(67% – 100% of the time)
Sedentary: Ability to lift up to 10 pounds maximum and occasionally lifting and/or carrying such articles as dockets, ledgers and small tools. Although a sedentary job is defined as one, which involves sitting, a certain amount of walking and standing is often necessary in carrying out job duties. Jobs are sedentary if walking and standing are required only occasionally and other sedentary criteria are met. Up to 10 Negligible Negligible
Light: Ability to lift up to 20 pounds maximum with frequent lifting and/or carrying of objects weighing up to 10 pounds. Even though the weight lifted may only be a negligible amount, a job is in this category when it requires walking or standing to a significant degree. Up to 20 Up to 10 or requires significant walking or standing, or requires pushing/pulling of arm/leg controls Negligible or constant push/pull of items of negligible weight
Medium: Ability to lift up to 50 pounds maximum with frequent lifting/and or carrying objects weighing up to 25 pounds. 20 – 50 10 – 25 Negligible – 10
Heavy: Ability to lift up to 100 pounds maximum with frequent lifting and/or carrying objects weighing up to 50 pounds. 50 – 100 25 – 50# 10 – 20
Very Heavy: Ability to lift over 100 pounds with frequent lifting and/or carrying objects weighing over 50 pounds. Over 100 Over 50 Over 20
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