| Description | Qualifications:
- Eligible to be approved to drive state vehicles.
- Familiar with Braille and Nemeth code.
- Bilingual in English and Spanish.
- Sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of intermediate to advanced.
Education/Certification:
- Completion of a 2-year program of studies in the area of intervener for Deafblind.
- Certification as an intervener by the National Intervener Credentialing Program or the National Intervener Certification E-Portfolio.
- Must have sufficient physical strength to assist in lifting and/or transferring students up to adult age.
- Ability to communicate, receptively and expressively, through both sign language and oral speech, with ASL fluent and non-signing staff and students.
- Good writing and data collection skills.
- Proficient to fluent in sign language.
Essential Job Functions:
- Provide direct support to a student who is Deafblind during all or part of a school day as part of an educational team, and as indicated in the student’s IEP.
- Follows the student’s IEP and the modifications and instructional techniques recommended by related service staff.
- Facilitates access to the environmental information that is usually gained through vision and hearing, but which is unavailable or incomplete to the child who is Deafblind.
- Facilitates the development and/or use of receptive and expressive communication skills.
- Develops and maintains a trusting, interactive relationship that can promote social and emotional well-being for the child who is Deafblind.
- Becomes proficient in students’ individual communication methods and strategies; Provides assistance to students in the use of sign language or other non-verbal forms of communication.
- Creates instructional materials as needed.
- Accompanies and supports the student during community-based instruction.
- Help the teacher as needed to maintain communication between home and school (E.g., keeps a daily log of information about the student and his/her activities).
- Participates in site-based, regional, and statewide training for Deafblind education as needed.
- Collaborates in a team model; Cooperates with other staff in implementing the instructional program for assigned students.
- Works in close physical proximity to students while frequently using touch to communicate with and instruct students who are primarily tactile learners.
- Demonstrates frustration tolerance, emotional maturity, stability, and ability to perform under stress.
- Shows ability to exercise good judgment, cooperation, tact, and discretion in dealing with the student, family, and others.
- Shows interest in developing additional knowledge and skills.
- Follows team decisions, established policies and procedures, and designated lines of communication and authority.
- Maintains familiarity with health and instructional information regarding assigned students, and adheres to those specifications when implementing programming.
- Informs teacher of all significant events or changes related to students in the classroom.
- Monitors, implements effective programming for, and documents student behavior in a prompt manner as required by the teacher.
- Participates in professional growth and development, including participating in all assigned in-service training.
- Monitors the safety of students.
- Assist the teacher with some of the more routine classroom duties including: overall teacher assistance, material development, classroom support, maintaining a clean and orderly classroom, participation in meetings and being an active member of the school’s educational team.
- Attends work regularly in accordance with TSBVI leave policy and procedure.
- Complies with all agency policies, procedures and handbooks.
- Performs related work as assigned.
Other
- Maintain confidentiality.
- Follow established policies and procedures, and designated lines of communication.
Supervisory Responsibilities:
None.
Equipment Used:
- Utilize assistive technology materials/devices as required for the student
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors:
Repetitive hand motion. Maintain emotional control under stress. Moderate stooping, bending, and lifting. |