Transition Specialist for Young Adults with Disabilities

SASED; Lisle (IL); On-site; USD 52,000 - 70,000; Full time

Job summary

SASED is seeking a Transition Program Teacher to provide comprehensive instruction for students ages 18-22 with developmental and physical disabilities. Instruction spans classroom, community, job site, and home settings as appropriate, with goals to empower students to be happy, confident, and productive in the community.

The role requires implementing individualized programs, collaborating with families and teams, and using positive behavior supports to support growth, learning, and

Qualifications

• LBS-1 certification issued by the Illinois State Board of Education.

Responsibilities

• Attend transdisciplinary team meetings, staffings, annual reviews, and conferences.
• Communicate regularly with parents and seek input for planning.
• Collaborate to develop and modify IEP goals aligned with standards.
• Implement IEPs using appropriate methods, materials, and adaptations.
• Use non-aversive behavior management and provide positive programming.
• Deliver Multi-Needs Curriculum across community living, academics, and social skills.
• Create and update class schedules based on IEP goals; teach in integrated settings.
• Develop instructional programs from IEP goals and facilitate cooperative learning.
• Foster interactions with peers to build friendships and supports.
• Follow programs and procedures from the transdisciplinary team.
• Demonstrate team leadership for paraprofessionals.
• Assess student growth with clear criteria and report progress on schedule.

Education

LBS-1 issued by the Illinois State Board of Education

Job description

SASED is seeking a Transition Program Teacher to provide comprehensive instruction for students ages 18-22 with developmental and physical disabilities. Instruction spans classroom, community, job site, and home settings as appropriate, with goals to empower students to be happy, confident, and productive in the community.

The role requires implementing individualized programs, collaborating with families and teams, and using positive behavior supports to support growth, learning, and