1.0 Instructional Assistant

Young World Physical Education

North Smithfield (RI)

On-site

USD 30,000 - 45,000

Full time

14 days+

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Job summary

Young World Physical Education in North Smithfield, Rhode Island is seeking an experienced Instructional Assistant for Special Education. You'll work under the direction of certified personnel to assist students with disabilities in reaching their individual educational goals.

Ideal candidates must possess a high school diploma and a thorough understanding of special education concepts. Strong interpersonal skills and the capability to maintain confidentiality are essential for this role. The position is full-time and offers the opportunity to make a significant impact in students' lives.

Qualifications

Proof of meeting teacher assistant qualifications as per RIGL 16-11.2.
Skills to meet assigned duties.
Evidence of successful completion of a Teacher Assistant Training Program.

Responsibilities

Assist students with disabilities under certified personnel supervision.
Support personal daily activities and routines.
Assist in preparation and delivery of instruction.

Skills

Patience

Tact

Professionalism

Basic understanding of special education

Ability to maintain confidentiality

Ability to establish rapport with students with special needs

Education

High School Diploma

Completed at least 2 years of study at an education-related field

Obtained an associate's or higher degree in an education-related field

Evidence of RIDE-approved Teacher Assistant Training Program completion

Job description

North Smithfield School Department, North Smithfield Middle School – North Smithfield, Rhode Island. Open in Google Maps.

Job Details

Job ID: 5804929

Position Type: Full-time (37.5 hours) with benefits

Job Categories: Instructional Support > Paraprofessional / IA

Application Deadline: Posted until filled

Posted: Jun 26, 2026 12:00 AM (UTC)

Starting Date: Aug 24, 2026

Job Description

TITLE: Instructional Assistant – Special Education

Qualifications

Proof (i.e., certificate) of having met requirements of RIGL 16-11.2: “Qualifications for Teacher Assistants”
High School Diploma.
Skills and ability to meet the requirements of the duties assigned.
Demonstration of patience, tact and professionalism in dealing with students, the public, teachers and administrators.
Basic understanding of special education concepts and practices, and computers helpful.
Ability to establish and sustain rapport with students with special needs.
Ability to maintain strict confidentiality.
As of January 8, 2006, meet one of the following 3 requirements:
- Completed at least 2 years of study at an institution of higher education in an education‑related field; OR,
- Obtained an associate’s or higher degree in an education‑related field; OR,
- Meet a rigorous standard of quality and can demonstrate, through a formal state (ParaPro Assessment) or local academic assessment: knowledge and ability to assist in instructing, reading, writing, and mathematics; OR, reading, writing, and mathematics readiness (ESEA).
Evidence of successful completion of a RIDE‑approved Teacher Assistant Training Program required.

Reports To

Director of Pupil Personnel Services
Building Principal/Assistant Principal

Performance Responsibilities

Primary function is to work with student(s) with disabilities under the direction, supervision of certified personnel (primarily classroom teacher), to assist that (those) student(s) in reaching the goals indicated on their IEP.
Assists students in attending to personal daily activities, routines, needs in order that they may participate in school (i.e., hygiene, toileting, feeding, etc.).
Assist students with independent remedial and/or enrichment activities as determined by the professional service provider (primarily classroom teacher).
Provides assistance under the direction of the professional service provider (primarily classroom teacher) to individual special education students or mixed groups of students with and without disabilities.
Performs duties related to preparation and delivery of instruction as determined by the professional (primarily classroom teacher) to whom assigned.
Participates in in‑service training programs as warranted.
Maintains ethical behavior in relation to confidentiality concerning special education students as required by mandates of state and federal law.
Assists the professional service providers (primarily classroom teacher) as requested in maintaining documentation (i.e., pupil files, IEP reviews, etc.).
Performs other duties which assist the professional service provider (primarily classroom teacher), as may be assigned.
Assumes all other responsibilities as necessarily assigned by the Director of Pupil Personnel Services, Principal, or the Superintendent of Schools.
* May involve lifting.

Environmental Conditions

Noise – Level 3 – Moderate level of intensity.

Physical Demands

Occasionally – Up to 1/3 of the time.
Frequently – From 1/3 to 2/3 of the time.
Constantly – 2/3 of the time or more.
Strength-Light-Lifting 50 pounds maximum with frequent lifting and/or carrying of objects weighing up to 10 pounds.
Standing – (O)
Sitting – (F)
Walking – (F)
Lifting – (O)
Stooping – (O) – Bending the body downward and forward by bending the spine at the waist.
Reaching – (F) – Extending the hand(s) and arm(s) in any direction.
Handling – (F) – Seizing, holding, grasping, turning or otherwise working with hand or hands.
Fingering – (F) – Picking, pinching, or otherwise working with fingers primarily.
Talking – (F) – Expressing or exchanging ideas by means of the spoken word.
Hearing – (F) – Perceiving the nature of sounds by the air.
Near Acuity – (F) – Clarity of vision at 20 inches or less.
Far Acuity – (O) – Clarity of vision at 20 feet or more.
Color Vision – (O) – Ability to identify and distinguish colors.
Field of Vision – (O) – Observing an area that can be seen up and down or right to left when eyes are fixed on a given point.

Note

The above description has been developed based on the guidelines as defined by the Americans with Disabilities Act (1990). Essential functions, tasks and activities were identified through on‑site analysis and confirmation from the employer. This description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held or exclude other duties not mentioned that are of similar kind or level of difficulty.

Contact Information