Special Education Adaptive Curriculum (Division-wide Autism)

Young World Physical Education

Lynchburg (VA)

On-site

USD 52,000 - 68,000

Full time

14 days+

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Job summary

Lynchburg City Schools is seeking a Special Education Teacher for the Adaptive Curriculum at Sandusky Middle School in Lynchburg, VA. This role focuses on providing intensive instruction and individualized programs for students with ASD under the Virginia Adaptive Curriculum framework.

Ideal candidates hold a Virginia SPED license and have experience collaborating with families and school staff to support IEP goals and inclusive practices.

Qualifications

Virginia teaching license with SPED endorsement in adaptive curriculum.
Bachelor degree preferred.
At least 3 years of relevant experience preferred.

Responsibilities

Deliver specialized instruction aligned with the Virginia Adaptive Curriculum and each student's IEP.
Implement evidence-based instructional practices for students with autism.
Provide individualized instruction in communication, literacy, mathematics, and life skills.
Develop and implement PBIS and proactive behavior strategies.
Collaborate with general education and related services staff for inclusive planning.
Monitor student progress using data and progress monitoring tools.

Skills

Autism spectrum knowledge

Differentiated instruction

PBIS and behavior supports

Collaboration with families and staff

Education

Virginia teaching license with SPED endorsement (Adaptive Curriculum)

Bachelor's degree preferred

Job description

Special Education Teacher - Adaptive Curriculum

Lynchburg City Schools SANDUSKY MIDDLE SCHOOL - Lynchburg, Virginia Open in Google Maps

This job is also posted in Lynchburg City Schools

Job Details

Job ID: 5874847
Application Deadline: Posted until filled
Posted: Aug 06, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Special Education Teacher - Adaptive Curriculum GENERAL INFORMATION Title: Special Education Teacher - Adaptive Curriculum Department: Sandusky Middle School Salary Grade: Teacher Pay Schedule
FLSA Status: Exempt Site/Location: Sandusky Middle School Reports to: Building Administrator Date: 08/06/2026

POSITION SUMMARY

The Special Education Adaptive Curriculum Teacher (Division-Wide Autism Program) provides specialized instruction and individualized educational programming for students with Autism Spectrum Disorder (ASD) who require intensive academic, behavioral, communication, and functional supports. The teacher develops and implements standards-based instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), while fostering communication, independence, social-emotional growth, and functional life skills. Working collaboratively with families, general education staff, and related service providers, the teacher creates a structured, supportive learning environment that enables students to achieve their highest level of academic and personal success.

ESSENTIAL FUNCTIONS

Deliver specialized instruction aligned with the Virginia Adaptive Curriculum and each student's Individualized Education Program (IEP), addressing the unique academic, communication, behavioral, sensory, social-emotional, and functional needs of students with Autism Spectrum Disorder (ASD).
Implement evidence-based instructional practices for students with autism, including structured teaching, visual supports, task analysis, explicit instruction, social narratives, prompting strategies, reinforcement systems, and other research-based interventions.
Provide individualized instruction in communication, literacy, mathematics, adaptive behavior, functional life skills, and social skills using differentiated, multi-sensory, and developmentally appropriate instructional strategies.
Support students' communication development through verbal language, Augmentative and Alternative Communication (AAC), visual communication systems, and other individualized communication methods, as appropriate.
Develop and implement Positive Behavioral Interventions and Supports (PBIS), Behavior Intervention Plans (BIPs), and proactive behavioral strategies that promote self-regulation, independence, and positive social interactions.
Modify curriculum, instructional materials, classroom activities, assessments, and learning environments to ensure meaningful access to instruction while meeting each student's individualized needs.
Create and maintain highly structured, predictable, and supportive classroom environments that promote student engagement, independence, safety, and successful transitions throughout the school day.
Plan and implement instructional activities that promote communication, social interaction, executive functioning, sensory regulation, adaptive behavior, and functional independence.
Collaborate with general education teachers and related service providers to facilitate successful inclusion opportunities through instructional planning, accommodations, modifications, co‑teaching, and progress monitoring.
Monitor student progress using observational data, curriculum-based assessments, behavioral data, functional skill assessments, and progress‑monitoring tools to evaluate growth toward IEP goals.
Maintain accurate and timely educational records, including IEP documentation, progress reports, behavioral data, assessment records, Medicaid documentation (when applicable), and all records required by federal, state, and division regulations.
Communicate regularly with parents and guardians regarding student progress, behavioral supports, communication development, instructional programming, and individualized educational needs.
Participate in eligibility meetings, IEP meetings, manifestation determinations, Functional Behavioral Assessments (FBAs), Child Study meetings, and other multidisciplinary team meetings to support student success.
Collaborate with administrators, school psychologists, speech-language pathologists, occupational therapists, physical therapists, behavior specialists, school counselors, nurses, social workers, and other professionals to implement comprehensive student support plans.
Implement accommodations, modifications, and specially designed instruction across all educational settings in accordance with students' IEPs.
Collect, analyze, and maintain instructional, behavioral, communication, and functional performance data to guide instructional decisions and ensure compliance with local, state, and federal reporting requirements.
Utilize division-approved crisis prevention, de‑scalation, and behavior management strategies while maintaining a safe, supportive, and respectful learning environment.
Promote the development of self‑advocacy, communication, social competence, daily living skills, functional independence, and successful participation in school and community settings.
Maintain professional competence through ongoing professional learning in autism-specific instructional practices, behavior supports, assistive technology, curriculum development, compliance training, and collaborative planning.
Perform other duties and responsibilities as assigned by the principal or designee in support of the Division‑Wide Autism Program and the success of students.

LYNCHBURG CITY SCHOOLS COMPETENCIES

Personal Competencies

Honesty
Integrity
Ethical
Equity Minded
Emotional Intelligence
Cultural Competence
Safety
Quality

Leadership Competencies

Models Excellent Customer Service
Thinks Strategically
Shows Initiative
Acts Decisively
Communicates Effectively
Works Collaboratively
Resolves Conflict Proactively

Functional Competencies

Technical Capabilities
Computer Literacy
Data Analysis and Management
Fiscal Planning and Management
Project Management
Strategic Planning

EDUCATION AND EXPERIENCE

Candidate must possess or be eligible for a Virginia teaching license with special education (SPED) endorsement in adaptive curriculum (Students with disabilities who access the Adapted Curriculum).

KNOWLEDGE, SKILLS AND ABILITIES

Candidate must possess leadership and personal characteristics necessary for working effectively with students, parents, and staff.

SUPERVISORY RESPONSIBILITY

None

TRAVEL REQUIREMENTS

None

WORK ENVIRONMENT AND PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to frequently stand; sit; walk; talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch.

OTHER DUTIES

Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

AAP/EEO STATEMENT

LCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability or any other legally protected status.

JOB STATUS: OPEN SALARY: Please refer to LCS Employee Pay Scales found here DAYS PER YEAR: 200 SCHOOL YEAR: 2026-2027

Position Type: Full-Time

Job Requirements