Special Education Infant Toddler Assistant

The individual in this role will offer specialized support to infants and toddlers experiencing social‑emotional or behavioral challenges. Responsibilities include carrying out comprehensive support strategies, assisting with effective instructional practices, contributing as an active member of the Comprehensive Services and Quality Improvement team, and helping design and implement individualized plans for each child.

Training & Experience

You ARE REQUIRED to be able to show proof that you have passed with a C or above 12 units in specifically Child Development or Early Child Development units AND at least 3 specifically Infant/Toddler units in your coursework. These must come from accredited colleges. No accept ions.

One year or more of progressively responsible experience working directly with children from birth to age five—including experience supporting children with special needs—is required.

Spanish bilingual skills are strongly preferred.

• Valid California driver’s license and access to a personal vehicle
• Pediatric First Aid and CPR certification (to be completed within 90 days of hire)
• Compliance with all state and county childcare licensing requirements, including fingerprint clearance, TB screening, physical exam, and required immunizations

The duties of this position require the ability to sit, stand, walk, communicate clearly in person and by phone, and use hands for routine office tasks. Frequent reaching, bending, kneeling, and lifting up to 50 pounds are expected. Visual requirements include the ability to see close and distant objects and adjust focus as needed. Reasonable accommodations may be provided for individuals with disabilities.

Knowledge of:

• Basic principles of early childhood development, including behaviors associated with children on IEPs or IFSPs
• Strategies for supporting children with social-emotional or behavioral regulation needs
• Positive behavior intervention practices and applied behavior analysis concepts
• Standard English grammar, spelling, and punctuation
• Basic procedures for organizing and maintaining records

Ability to:

• Demonstrate patience, understanding, and support for children with diverse developmental needs
• Build positive relationships with children and their families
• Carry out social‑emotional and behavioral support plans
• Model effective intervention techniques for staff
• Learn and adapt to different instructional tools and methods
• Communicate clearly in both written and spoken formats
• Perform basic clerical tasks and operate standard office equipment

The following examples represent typical responsibilities but do not include every possible task associated with this role:

• Provide coaching to teachers on daily classroom practices that support full inclusion of all children
• Assist with specialized care needs for children with disabilities (e.g., feeding, toileting, diapering, lifting, mobility support)
• Support staff in preparing referrals for additional evaluations or services
• Communicate regularly with supervisors and teachers regarding child progress
• Help maintain classroom routines and engage with all children—those with and without special needs
• Participate in classroom activities, family socializations, and field trips
• Ensure children’s safety, including lifting and carrying when necessary
• Advocate for children with special needs and their families
• Support the implementation of recommended social‑emotional and behavior strategies
• Maintain required documentation and files related to assigned children
• Assist teachers in conducting and recording monthly observations
• Collaborate with the Site Supervisor and other team members to coordinate center operations
• Participate in mealtimes and offer support as needed
• Attend staff meetings, trainings, and in‑service sessions
• Pursue ongoing professional development of at least 15 hours per year, focused on improving classroom practices