ASD Special Educator — Data-Driven Inclusion

Cambridge Public Schools; Cambridge (MA); On-site; USD 55,000 - 75,000; Full time

Job summary

Cambridge Public Schools invites applications for a Teacher Special Educator, ASD at CRLS. This 11-month position supports students with autism spectrum disorders in a sub-separate classroom, applying ABA principles and alignment with IEPs.

The role requires MA certification for Moderate/Severe Special Needs and at least two years of ASD experience. Collaboration with classroom staff, families, and specialists is essential to promote inclusive practices and student growth.

Qualifications

• Bachelor’s degree in Special Education required.
• MA Certification in Moderate/Severe Needs (5-12) required.
• At least two years of ASD experience required.
• Knowledge of IEP process and SPED law required.
• Knowledge of ABA, ABLLS-R, ACE curriculum, AAC methods preferred.

Responsibilities

• Provide specialized instruction to students with ASD in a sub-separate classroom.
• Employ ABA-based strategies to develop communication, social, behavior, and academic skills.
• Collect, graph, and analyze data; maintain accurate records.
• Supervise paraprofessionals; provide ABA training and supervision.
• Develop and implement IEP goals; chair IEP meetings and document progress.
• Collaborate with general education staff and related service providers.

Skills

ASD experience

IEP knowledge

ABA knowledge

ABLLS-R

ACE Curriculum

AAC/TEACCH

Education

Bachelor's Degree in Special Education

MA Certification: Moderate or Severe Special Needs (5-12)

Tools

ABLLS-R

ACE Curriculum

AAC/PECs/TEACCH

Job description

Cambridge Public Schools invites applications for a Teacher Special Educator, ASD at CRLS. This 11-month position supports students with autism spectrum disorders in a sub-separate classroom, applying ABA principles and alignment with IEPs.

The role requires MA certification for Moderate/Severe Special Needs and at least two years of ASD experience. Collaboration with classroom staff, families, and specialists is essential to promote inclusive practices and student growth.