Intervener - Deaf Education (Florence)

Mesquite-Isd; United States; On-site; USD 17,000 - 25,000; Full time

Job summary

Mesquite ISD in Florence Elementary School is seeking an Instructional Support Intervener to assist a student with deaf-blindness during part of the instructional day, following the IEP and collaborating with classroom staff.

Requirements include a High School Diploma or GED; proficiency in American Sign Language is preferred; strong communication in Signed English and ASL; and the ability to work cooperatively within an educational team.

Qualifications

• High School Diploma or GED required.
• Proficiency in American Sign Language preferred.

Responsibilities

• Collaborate with teachers, therapists, and paraprofessionals to support the student.
• Follow the student's IEP and implement recommended instructional techniques.
• Provide consistent interpretation and communication support for the student.
• Develop proficiency in the student's communication methods and strategies.
• Create instructional materials as needed.
• Provide services within district policies and procedures.
• Work under supervision of the classroom teacher.
• Perform other duties as assigned, including SHARS-related tasks.

Skills

ASL proficiency

Signed English

Team collaboration

Education

High School Diploma/GED

Job description

• Date Posted: 11/12/2026
• Location: Florence Elementary School

Instructional Support Compensation Plan Salary Range: 3 Shift Type: Full-Time Wage/Hour Status: Non-Exempt Reports To:Principal/Coordinator - Deaf Education

EMPLOYMENT BEGINS:As soon as possible

PRIMARY PURPOSE:

• To provide direct support to a student with deaf-blindness for all or part of the instructional day as determined by the student's Individualized Education Program (IEP).

QUALIFICATIONS:Education/Certification:

• High School Diploma/GED
• Proficiency in American Sign Language preferred

SPECIAL KNOWLEDGE/SKILLS:

• Ability to expressively communicate in Signed English and/or American Sign Language
• Exhibit ability to receptively understand simple signed sentences
• Exhibit ability to work cooperatively as part of an educational team

EXPERIENCE:

• None required beyond basic sign language skills

MAJOR RESPONSIBILITIES AND DUTIES:

• Work cooperatively with a variety of direct service providers and consultants including: classroom teachers, speech therapist, occupational and physical therapist, orientation and mobility instructors, and other paraprofessionals
• Follow the student's IEP and the modifications and instructional techniques recommended by related service staff
• Consistently be available to interpret the world for the child
• Become proficient in the student's individual communication methods and strategies
• Creates instructional materials as needed
• The intervener provides services within the guidelines of the school, as set forth in its policies and procedures
• The intervener works under the direction and supervision of the classroom teacher
• Perform other duties as assigned
• Other School Health and Related Services (SHARS) duties as assigned

SUPERVISORY RESPONSIBILITIES:

• None

WORKING CONDITIONS:Mental Demands:

• Feels comfortable working in close physical proximity to student while frequently using touch to communicate with and instruct students who are primarily tactile learners
• Demonstrate emotional maturity, stability, ability to perform under stress, and frustration tolerance
• Show ability 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, polices and procedures, and designated lines of communication and authority
• Repetitive hand motions to formulate signs

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

Postings current as of 11/14/2026 10:06:56 AM CST.

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