Therapeutic Assistant

Richland County School District One; Meadowfield (SC); On-site; USD 27,453 - 40,494; Full time

Job summary

Richland County School District One is seeking a Therapeutic Assistant at Meadowfield Elementary School. This role aims to manage the behavior of emotionally handicapped students and support their academic and social progress. You will provide counseling, assist in classroom tasks, and implement therapeutic activities.

Qualified candidates need a bachelor's degree in education or a related field and experience in special education. The position adheres to school rules and involves significant interaction with students, teachers, and school administrators.

Qualifications

• Bachelor's degree in education, special education, child development, or a related field.
• One year of related experience or equivalent combination of education and training.
• Ability to manage behavior problems and facilitate student progress.

Responsibilities

• Assist students with classroom assignments to keep them focused.
• Provide one-on-one, family, and group counseling.
• Plan and implement recreational and therapeutic activities.
• Document behavior incidents and communicate with teachers.

Skills

Behavior management

Counseling

Communication

Education

Bachelor's degree in education or related field

Tools

Computer

Telephone

Job description

Position Information

Position Type: Classified / Student Support

Date Posted: 6/10/2026

Location: Meadowfield Elementary School

Classification

Title: Therapeutic Assistant

FLSA: Non-Exempt

Duration: 184 days

Salary Range: $27,453.68 - $40,494.87

General Statement of Job

Under limited supervision, intervenes with students in crises to manage behavior problems and facilitate emotionally handicapped students' academic and social progress. Assists teachers and school administrators in preventing or controlling classroom disturbances caused by students' non-compliance with school and class rules of behavior. Counsels and assists individual students as appropriate. Reports to the assigned principal and Director of Special Education.

Specific Duties and Responsibilities

• Assists students with classroom assignments by helping them stay focused and on task.
• Removes emotionally handicapped students from the classroom setting when their behavior is a disturbance or potentially dangerous to self or others; attempts to calm students; monitors students in a remote setting and documents behavior.
• Counsels students on how to manage behavior; discusses student incidents and cases with psychologists and teachers.
• Provides one-on-one, family and group counseling for students; provides instructions for reversing inappropriate behavior and rewarding positive behavior; assists students with class assignments as necessary.
• Plans and implements recreational, educational and therapeutic activities.
• Assists teachers in modifying class lessons and activities to meet the needs of individual students; assists colleagues and parents in devising strategies to enhance students' performance and positive behavior.
• Keeps abreast of developments and innovations in the profession.
• Receives, reviews, prepares and/or submits various records and reports including daily reports, monthly reports, incident reports, referrals, memos, and correspondence.
• Operates and maintains a variety of equipment such as a computer, typewriter, copier, telephone, and audio‑visual equipment.
• Interacts and communicates with various groups and individuals such as the immediate supervisor, District and school administrators, consultants, teachers, psychologists, medical professionals, social workers, other District personnel, students, parents, and the general public.
• Complies with all federal laws, state statutes, Board policies, administrative rules, and directives.

Additional Duties

• Supervises students in detention or during lunch.
• Performs general administrative or clerical tasks as needed, including but not limited to typing reports and correspondence, copying and filing documents, completing forms, answering the telephone, faxing information, attending meetings, etc.
• Performs related duties as required.

Minimum Training and Experience

Requires a Bachelor's degree in education, special education, child development or a closely related field supplemented by one year of related special education or mental health experience, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities.

Minimum Qualifications and Standards Required

Physical Requirements — Must be physically able to operate a variety of machines and equipment including a computer, telephone, basic office equipment, vehicle, hand and power tools, wheelchairs, etc. Must be able to exert up to twenty pounds of force occasionally and/or a negligible amount frequently or constantly to lift, carry, push, pull or otherwise move persons and objects. Must be able to lift and carry weights of up to thirty pounds. Physical demands include walking or standing for periods, stooping, kneeling, pushing, pulling, and performing light manual tasks.

Data Conception — Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communications — Requires the ability to speak and/or signal people to convey or exchange information, including receiving assignments and/or direction from a supervisor.

Language Ability — Requires ability to read a variety of laws, policies and procedures, evaluation materials, professional studies, medical reference materials, etc. Requires the ability to prepare complex reports, progress reports, records, correspondence, etc. with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence — Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists, to interpret a variety of instructions furnished in written, oral, diagrammatic or schedule form, to learn and understand complex principles and techniques, make independent judgments, and acquire knowledge of topics related to the primary occupation.

Verbal Aptitude — Requires the ability to record and deliver information, explain procedures, follow verbal and written instructions, counsel and teach students and colleagues; must be able to communicate effectively with persons of varying educational backgrounds and in a variety of technical and/or professional languages including special education, psychology, counseling, etc.

Numerical Aptitude — Requires the ability to add and subtract totals, multiply and divide, use mathematical formulas, determine percentages and decimals, determine time, and use practical applications of statistics.

Form/Spatial Aptitude — Requires the ability to inspect items for proper length, width and shape, and to visually read various information.

Motor Coordination — Requires the ability to coordinate hands and eyes using office and specialized machinery; to operate motor vehicles.

Manual Dexterity — Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, small tools, etc., with moderate levels of eye/hand/foot coordination.

Color Discrimination — Requires the ability to differentiate colors and shades of color.

Interpersonal Temperament — Requires the ability to deal with people beyond giving and receiving instructions, adaptable to performing under stress when confronted with emergency situations or tight deadlines; the worker may be subject to danger or risk to a slight degree or to tension as a regular, consistent part of the job.

Physical Communications — Requires the ability to talk and/or hear: talking (expressing or exchanging ideas by spoken words) and hearing (perceiving nature of sounds by ear).

Performance Evaluation Criteria

Job Knowledge — Has thorough knowledge of the methods, procedures and policies of Special Education Services as they pertain to the performance of duties of the Therapeutic Assistant. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the position. Has considerable knowledge of the functions and interrelationships of Richland District One and other governmental agencies. Has knowledge of the principles and practices of psychology and abnormal psychology. Is able to develop rapport with students with behavior problems. Is able to instruct student, family and faculty members in behavior modification methods and techniques. Has knowledge of the tools, equipment, materials and devices used in behavior modification. Has knowledge of mental retardation, physical handicaps, learning disabilities, emotional handicaps and all other conditions making children exceptional. Has knowledge of appropriate curriculum and testing for special needs students. Is able to make sound, educated decisions and use independent judgment. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to read and interpret complex professional and medical reports, student records and related materials pertaining to the responsibilities of the job. Knows how to prepare complex reports, student progress reports, student records, correspondence, etc. Has comprehensive knowledge of terminology and various professional languages used within the department. Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Is able to perform duties professionally in stressful situations, react calmly and quickly in emergency situations, make public presentations, handle mathematics, plan, organize and prioritize daily assignments, use computers effectively.

Quality of Work — Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public.

Quantity of Work — Performs described duties efficiently and effectively to produce work that consistently meets standards and expectations of the District.

Dependability — Assumes responsibility for completing assigned work, meets deadlines, remains accountable to assigned responsibilities.

Attendance — Attends and remains at work regularly, adheres to District policies and procedures regarding absences and tardiness, provides adequate notice for vacation and time‑off requests.

Initiative and Enthusiasm — Maintains an enthusiastic, self‑reliant and self‑starting approach to meet responsibilities, anticipates work to be done and initiates proper direction with minimum supervision.

Judgment — Exercises analytical judgment, identifies problems or situations, specifies decision objectives, identifies alternative solutions, implements decisions in accordance with policies, seeks advice, researches alternatives.

Cooperation — Accepts supervisory instruction and direction and seeks to meet goals, questions when justified, offers suggestions to improve cooperation between staff and departments.

Relationships with Others — Shares knowledge with managers, supervisors and staff; contributes to morale; develops and maintains cooperative and courteous relationships within the District; handles requests, suggestions and complaints effectively; maintains positive image; interacts effectively with higher management, professionals and the public.

Coordination of Work — Plans and organizes daily work routine, establishes priorities and personal schedule, attends required meetings, implements work activity in accordance with priorities.

Safety and Housekeeping — Adheres to all safety and housekeeping standards, maintains clean and orderly workplace.