Special Education Paraeducator Aide HQ CLS

para educator aide iii

highly qualified status (hq): individual selected into this position must be highly qualified for this assignment. Applicants must possess a high school diploma or its recognized equivalent, and have completed the following requirements: completed at least 48 semester hours of credit at an accredited college or university; or, obtained an associate's degree or higher degree from an accredited college or university;

or, passed the parapro assessment prepared and administered by educational testing services (ets) with a score of at least 460.

under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

the teacher aide iii works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as cls (comprehensive life skills), ec (early childhood), ma (multi‑age), sip (social intervention programs), strategies (autism spectrum disorders), social resource and/or resource classrooms as well as one‑on‑one assistance. Additionally, a teacher aide iii working at a title i school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences.

teacher aides may be assigned to a variety of special education programs or individual students who require adult support based upon their iep's (individualized education program). Duties may include: assist students with intellectual, physical, or behavioral disabilities in boarding and de‑boarding buses before and after school; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.)

to students as needed; supports instruction in proper health and hygiene habits; performs delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary; move students weighing 50‑80 pounds, daily and repetitively; follows proper safety procedures; prepares and helps feed students as needed; supports instruction in functional life skills; realizes individual needs …

the early childhood special education program provides services to three, four and five year olds with disabilities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self‑help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

the early childhood sip program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self‑help skills, communications skills, and social skills. The program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an ec sip classroom, a combination of ec & sip practices are followed.

the early childhood strat program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self‑help skills, communications skills, and social skills. The…