Special Education Teacher-Mild/Moderate Disabilities

TrulyHired; Amherst (MA); On-site; USD 60,000 - 85,000; Full time

Job summary

Amherst Regional Public School District (ARPS) seeks a qualified Special Education Teacher for mild/moderate disabilities for the 2026-27 school year in Amherst, MA. Dual licensure in Special Education and Mathematics is preferred, or willingness to obtain Math licensure.

The teacher will deliver specially designed instruction, manage IEPs, and coordinate services under administrator direction in a collaborative school setting.

Qualifications

• Strong written and oral communication skills.
• Excellent case-management and home-school communication abilities.
• Highly organized with time-management and independent work traits.
• Experience with IEPs and related service coordination.
• Experience supporting students with mild/moderate disabilities.

Responsibilities

• Provide direct academic instruction to individual students and small groups.
• Modify curricula and plan appropriate lessons aligned with IEP goals.
• Deliver instruction and monitor progress using data.
• Serve as IEP case manager and coordinate services.
• Communicate regularly with families and collaborate with educators and therapists.
• Support paraprofessionals with guidance and supervision.
• Consult with general education teachers on accommodations and interventions.
• Create a safe, inclusive classroom environment and apply behavior-support strategies.

Skills

Communication

Case management

Home-school communication

Organization

Time management

Collaboration

Education

Massachusetts special education licensure

Tools

IEP process knowledge

Job description

Job Description

Special Education Teacher-Mild/Moderate Disabilities

School Year: 2026-2027

Bargaining Unit: APEA Unit A

The Amherst Regional Public School District (ARPS) is seeking a qualified, full-time Special Education Teacher specializing in mild/moderate disabilities for the 2026-2027 school year.

ARPS seeks candidates who are dually licensed in Special Education and Mathematics or who hold a Special Education license and are willing to obtain licensure in Mathematics.

Position Overview

Under the direction of building administrators, the Special Education Teacher develops and delivers specially designed instruction to meet the individual needs of students with disabilities. The teacher evaluates student progress toward instructional objectives using data and serves as the IEP case manager for assigned students.

Essential Responsibilities

Responsibilities include, but are not limited to:

• Provide direct academic instruction to individual students and small groups.
• Modify and adapt curricula and plan and implement appropriate lessons.
• Deliver research-based, specially designed instruction aligned with the goals and objectives in each student's Individualized Education Program (IEP).
• Assess and document student progress and determine when reinforcement or adjustments to instructional strategies are needed.
• Use a variety of evidence-based teaching methods and principles of learning to support students in meeting their IEP goals.
• Develop, implement, monitor, and revise annual IEPs for assigned students.
• Comply with all local, state, and federal procedural requirements and timelines.
• Coordinate the delivery of the special education services outlined in each student's IEP.
• Provide case management and maintain regular, effective communication with students' families.
• As assigned, provide instructional direction to paraprofessional support staff, including assigning activities and providing guidance and oversight.
• Collaborate and consult with educators, related-service providers, and other professionals regarding students' needs.
• As assigned, consult with general education teachers regarding classroom accommodations, instructional modifications, adaptive equipment, behavior-support plans, and other interventions designed to meet the needs of students with disabilities.
• Create and maintain a safe, inclusive classroom environment that promotes learning, student engagement, and accountability.
• Apply effective classroom-management practices and positive behavior-support strategies.

Preferred Qualifications and Competencies

Highly qualified candidates will demonstrate:

• Strong and effective written and oral communication skills.
• The ability to establish and maintain positive, collaborative working relationships.
• Strong case-management and home-school communication skills.
• Highly effective executive-functioning skills, including organization, time management, independence, and the ability to meet required timelines.
• The ability to manage multiple priorities, demonstrate flexibility, and work effectively in a fast-paced environment.
• Experience supporting students with mild/moderate disabilities and diverse or neurodivergent learning profiles.
• Experience with all aspects of the IEP process, including development, implementation, progress monitoring, and revision.
• Experience working with a diverse student population in a multicultural school community.
• Knowledge of evidence-based instructional strategies, techniques, and interventions in reading, writing, mathematics, and executive functioning.
• Skill in planning and delivering direct instruction to individual students and small groups in general and special education settings.
• The ability to present complex concepts and materials in clear, accessible, and developmentally appropriate ways.

Bilingual candidates who are proficient in Spanish and English are encouraged to apply, although bilingual proficiency is not required.

Licensure Requirements

Candidates must hold a valid Massachusetts Department of Elementary and Secondary Education educator license in one of the following areas:

• Moderate Disabilities, Grades PreK-8 or Grades 5-12; or
• Severe Disabilities, All Levels.

Candidates should also hold-or be willing to obtain-appropriate Massachusetts licensure in Mathematics.

Physical Demands

The physical demands described below are representative of those an employee must meet to perform the essential functions of this position successfully. Reasonable accommodations may be provided to enable qualified individuals with disabilities to perform these essential functions.

While performing the duties of this position, the employee is regularly required to use their hands to assist students with tasks, speak to provide instruction and behavioral direction, and hear. The employee is frequently required to stand, walk, sit, reach with their hands and arms, and stoop, kneel, crouch, or crawl. The employee may occasionally be required to climb, balance, taste, or smell.

The employee must regularly lift or move up to 10 pounds and occasionally lift or move up to 50 pounds. Required visual abilities include close and distance vision, color and peripheral vision, depth perception, and the ability to adjust focus. The employee may also be required to use approved physical-intervention techniques when necessary to maintain student safety.