Special Education Assistant II (Autism Base) -Hollymead Elementary School 2026-27 School Year

Albemarle County Public Schools; Charlottesville (VA); On-site; USD 30,000 - 45,000; Full time

Job summary

Albemarle County Public Schools is looking for a Special Education Assistant II to support the unique needs of students in the Autism Base classroom at Hollymead Elementary School. The assistant will work under the direction of the classroom teacher to ensure students' IEP goals are met and will assist in developing positive learning environments.

Qualified candidates must have a high school diploma or equivalent and an empathetic attitude towards children with special needs. This role includes using instructional techniques and managing behavioral interventions.

Qualifications

• Experience assisting students with special needs.
• Willingness to learn specialized instructional techniques.
• Ability to maintain an empathetic attitude toward disabled students.

Responsibilities

• Assist in the supervision and care of students with special needs.
• Implement instruction plans and support IEP goals.
• Maintain classroom environment and assist students in learning tasks.

Skills

Empathy

Communication skills

Management techniques with disabled students

Education

High school diploma or equivalent

Job description

Special Education Assistant II (Autism Base)

Hollymead Elementary School

2026-27 School Year

General Definition Of Work: The Special Education Assistant II provides support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs; assisting in implementing plans for instruction; monitoring student behavior; documenting activities and progress; and supporting students’ IEP goals. The role also includes providing extended classroom support and follow‑up for students who receive special services; monitoring and modeling evidence‑based behavior intervention strategies; helping with data collection and analysis; communicating with special education teacher and/or behavior specialist regarding further needs; and ensuring behavior interventions are practiced with fidelity. All work is performed under the direction and supervision of the classroom teacher, while the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

Essential Functions

• Develops and maintains a pleasant and orderly classroom environment (e.g., maintain instructional materials, design bulletin boards, assist special education teacher and/or students in clean‑up activities, etc.);
• Assists students in the completion of learning tasks assigned by classroom teachers;
• Leads and/or facilitates teaching of individuals in 1:1, small group, or whole class instruction;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student's Individual Educational Plan (IEP);
• Maintains student training data according to prescribed procedures;
• Assists individual students as necessary to follow routines, follow directions, follow an individual schedule, and/or complete tasks. May need to strictly adhere to a daily schedule with regularly and systematically account for the student's IEP;
• Procures, sets up, and operates audio‑visual equipment;
• Assists in the development and implementation of individual student schedules, sensory program and sensory activities, motor group activities, discrete trial drills, and/or student behavior management plans;
• Creates alternative activities for independent work based on teacher‑directed activities;
• Assists in the coordination of school and home supports and work tasks;
• Assists with data collection and facilitating accommodations as required by the classroom teacher or supervisor;
• Communicates effectively with special education teacher information to help facilitate the IEP goals of the students;
• Demonstrates cooperation, openness for growth, and willingness to contribute to a team approach to the educational program;
• Under the supervision of the classroom teacher and/or building principal, assists in the maintenance of students' records, collection of lunch monies, and related instructional activities (e.g., field trips, library, assembly, etc.) as directed;
• Monitors student’s attendance, behavior, and suspension data;
• Performs such clerical duties as typing, filing, and duplicating at the direction of the classroom teacher;
• Provides direct support to staff by introducing and modeling research/evidence‑based interventions;
• Provides direct support to students by teaching and modeling research/evidence‑based interventions and curriculum;
• Coordinates with Specialists and school staff to implement behavior curriculum;
• Provides transition plans and support for students moving from one educational setting to another;
• Coordinates with Specialists and school staff to develop effective intervention plans;
• Coordinates with Specialists and school staff to develop crisis/safety plans;
• Provides interventions to enable students to remain in school and/or help stabilize them;
• Supervises and trains students in the lunchroom or during lunch period;
• Supervises and trains students during free time and other non‑instructional periods as directed by the classroom teacher;
• Maintains a notebook that will be monitored by the special education teacher and Specialists. It will contain the following: Weekly behavior logs to include observations and collected data; Behavior Intervention Plans (BIP) with progress notes; Social Skills lesson plans, including social stories; Incident reports and office referrals; Log of communication with school staff, family, and outside agencies;
• Assists students with daily living skills (i.e., toileting, feeding, diaper changes, positioning of students, etc.);
• Assists with deregulated students;
• Participates in team meetings;
• Assists with medical‑related duties, i.e., catheterization, gastrointestinal feedings, assistive breathing devices, colostomy, and ileostomy needs;
• Assists with carry‑over of related services, i.e., Occupational Therapy, Physical Therapy, Speech, Adapted Physical Education, and Vision;
• Performs other duties as assigned by classroom teacher or principal;

Knowledge, Skills and Abilities

Ability to develop and maintain an empathetic attitude toward disabled/handicapped students; willingness to learn specialized instructional/management techniques employed with disabled/handicapped students; ability to communicate and develop effective working relationships with students, parents, and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification.

Education and Experience

Any combination of education and experience equivalent to graduation from high school including basic keyboard and filing training. Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.

Physical Conditions and Nature of Work Contacts

Duties performed typically in school settings include classroom, gym, cafeteria, auditorium, and recreational areas. Frequent walking, standing, light lifting up to 80 pounds, and other physical activities necessary for the movement and comfort of disabled students are required. Occasional travel with students on field trips may be necessary. Regular movement of students by wheelchairs and other mechanical devices may be required. Personal hygiene of disabled students in changing catheters, diapers, and clothing may be required. Training and immunization against blood‑borne pathogens may be necessary. Occasional lifting of equipment such as audio‑visuals weighing up to 50 pounds may be required. Occasional attendance at parent conferences, building‑level meetings, division‑wide meetings, and training activities beyond normal assigned hours is necessary. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents, and medical professionals may be required. Contacts with community and division‑level staff may require considerable tact and diplomacy. Contact with children requires considerable empathy and understanding of students with disabilities. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self‑motivated and able to complete job assignments. After‑hour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching, and biting. Dexterity of hands and fingers assist/restrain students and operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling, or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders, and horizontally. Lifting or moving children from wheelchairs to tables or desks.

Evaluation

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.