Teacher for Students with Visual Impairments (Part time)-Special Ed

New Braunfels Chamber; New Braunfels (TX); Hybrid; USD 36,000 - 48,000; Part time

Job summary

The New Braunfels Chamber seeks a part‑time teacher of visually impaired students to provide specialized instruction aligned with each student’s IEP. This role coordinates with campus staff, families, and local programs to support access to curriculum and functional independence.

Responsibilities include conducting assessments, preparing large-type or braille materials, and presenting adaptive strategies. Strong collaboration, communication, and knowledge of assistive tech are essential.

Qualifications

• Bachelor’s degree from an accredited university.
• Texas Special Education certificate preferred.
• Texas Teaching Certificate with TSVI Certification in Texas.

Responsibilities

• Provide specialized instruction and services for visually impaired students.
• Coordinate with staff and families to implement IEP goals.
• Conduct functional vision and learning media assessments.
• Prepare accessible materials (braille/large print) as needed.
• Attend ARD/IEP meetings and communicate progress.
• Collaborate with teachers and staff on environmental adjustments.

Skills

Visual impairment knowledge

Curriculum adaptation

Assessment administration

Collaboration/communication

Braille instruction

Education

Bachelor’s degree

Texas Special Education Certificate (Preferred)

Texas Teaching Certificate with TSVI

Job description

Primary Purpose:

Provide specialized instruction and services to support the unique educational needs of students with visual impairments. Serve as a member of the educational team to support students’ access to curriculum, functional independence, and positive outcomes as defined by each student's IEP.

This is considered a part-time position, 25-30 hrs./wk.

Qualifications:

Education/Certification:

Bachelor’s degree from an accredited university

Valid Texas Special Education Certificate (Preferred)

Valid Texas Teaching Certificate with the TSVI certification

Special Knowledge/Skills:

Knowledge of educational implications of visual impairments

Skills in developing and adapting curriculum for students with visual impairments

Ability to conduct functional vision and learning media assessments

Ability to interpret eye reports and explain them to staff and families

Proficiency in braille instruction (as needed)

Strong collaboration, consultation, and communication skills

Understanding of assistive technology and accessible instructional materials

Experience:

Experience working with students with visual impairments preferred

Experience in developing and delivering IEP-based specialized instruction

Major Responsibilities and Duties:

1. Provide specialized instruction and services required to meet the unique educational needs of visually impaired students.
2. Possess the skills and abilities necessary to provide and coordinate this specialized instruction.
3. Assist the student, parents, special and general education staff, and the student's sighted peers in:
1. Understanding the unique educational needs and learning characteristics of visually impaired students,
2. becoming aware of services and support available from local programs for visually impaired students,
3. acquiring information regarding local, state, and national resources for the education of visually impaired students, and
4. interpreting the visually impaired student's specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments.
4. Consult regularly with the educational team to coordinate programs and services for the visually impaired student.
5. Assist the campus administrator and teachers in making environmental adjustments for the student in the school.
6. Share responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
7. Assure that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)
8. Provide instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas, as indicated in the IEP:
1. low vision & visual efficiency skills,
2. concept development & academic skills,
3. daily living skills,
4. career & vocational education skills,
5. communication skills (these skills include braille reading and writing as appropriate),
6. social/emotional skills and abilities, & sensory motor skills.
9. Prepare sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels.
10. Provide assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.
11. Provide initial and ongoing assessment:
1. consult with assessment team to determine appropriate testing materials and modifications needed,
2. assist with assessments when needed,
3. interpret assessment results when needed.
12. Conduct functional vision/learning media assessments and generate written reports.
13. Attend ARD/IEP meetings for students with visual impairments.
14. Schedule time efficiently for assessment, instruction, planning, preparation of materials, travel, and conferences with relevant schools and other key individuals.
15. Maintain ongoing contact with parents to assist them in the development of a realistic understanding of their child's abilities, progress, and future goals.
16. Provide in-service training for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students.
17. Make available pamphlets, videos, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.
18. Coordinate with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.
19. Maintain a current reference library of professional materials and resources.
20. Acquire information and training about current research, development, and technology.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used:

Standard office equipment including personal computer and peripherals

Posture:

Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting

Motion:

Repetitive hand motions, frequent keyboarding and use of mouse

Lifting:

Regular light lifting and carrying (less than 15 pounds); Occasional lifting up to 50 pounds. May occasionally require heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non ambulatory students, and lift and move adaptive and other classroom equipment.

Environment:

May work prolonged or irregular hours; districtwide and occasional statewide travel

Mental Demands:

Work with frequent interruptions; maintain emotional control under stress

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