Special Education Teacher: Inclusion & IEP Success

Sweeny ISD; Texas; On-site; USD 59,800 - 81,700; Full time

Job summary

A local educational institution in Wisconsin is seeking a Special Ed Teacher Inclusion. The role involves developing educational activities for special education students, modifying curricula, and supporting their growth. Candidates should have a Bachelor's degree, a valid Texas teaching certificate, and effective communication skills. Responsibilities include collaborating on IEPs, assessing student needs, and fostering a positive classroom environment. This is an important position aimed at improving the educational experience for students with special needs.

Qualifications

• Bachelor's degree required.
• Texas teaching certificate required.
• Knowledge of IEP process needed.

Responsibilities

• Collaborate with ARD Committee to develop IEPs.
• Implement instructional programs for students.
• Conduct assessments of student learning styles.

Skills

Knowledge of special needs of students

Effective communication skills

Education

Bachelor’s degree from accredited university or college

Valid Texas teaching certificate

Job description

Job Title:	Special Ed Teacher Inclusion	Calendar Days:	187
Reports to:	Principal	Pay Range:	$59,800-$81,700
Dept./School:	Pay Grade:	TCH
Date Revised:	August 2025	Funding Source:	Local

Primary Purpose:

Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

Qualifications:

Education/Certification:

• Bachelor’s degree from accredited university or college
• Valid Texas teaching certificate with required endorsements or required training for subject and level assigned
• Demonstrated competency in the core academic subject area assigned.

Special Knowledge/Skills:

• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• Knowledge of how to adapt curriculum and instruction for special needs
• Effective communication skills

Experience:

• At least one year student teaching or approved internship

Major Responsibilities and Duties:

Instructional Strategies

1. Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
2. Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
3. Conduct assessment of student learning styles. Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
4. Present subject matter effectively and according to guidelines established by IEP. Employ a variety of instructional techniques and media including technology to meet the needs and capabilities of each student assigned
5. Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
6. Participate in ARD Committee meetings on a regular basis.
7. Participate in selection of books, equipment, and other instructional media.

Student Growth and Development

1. Conduct ongoing assessment of student achievement through formal and informal testing.
2. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal.
3. Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
4. Consult district and outside resource people regarding education, social, medical, and personal needs of students.
5. Be a positive role model for students; support mission of school district.

Classroom Management and Organization

1. Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
2. Manage student behavior in accordance with Student Code of Conduct and student handbook.
3. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
4. Assist in selection of books, equipment, and other instructional materials.
5. Consult with classroom teachers regarding management of student behavior according to IEP.
6. Compile, maintain, and file all reports, records, and other documents required.

Communication

1. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
2. Maintain a professional relationship with colleagues, students, parents, and community members.
3. Use effective communication skills to present information accurately and clearly.

Professional Growth and Development

1. Participate in staff development activities to improve job-related skills.
2. Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
3. Attend and participate in faculty meetings and serve on staff committees as required.
4. Demonstrate behavior that is professional, ethical, and responsible and serve as a role model for all district staff.

Other

1. Comply with federal, state, and local regulations related to the occupational area assigned.
2. Follow district safety protocols and emergency procedures.
3. Attend and participate in faculty meetings and serve on staff committees as required.
4. Perform other duties as may be assigned.

Supervisory Responsibilities:

Direct the work of assigned instructional aide(s) and volunteers.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment

Environment: Work inside, may work inside and outside; regular exposure to noise

Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours