SUMMARY: 

 

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, prepare lessons and other instructional materials of multi-ability levels and assist in the implementation of technology for the visually impaired; work in self-contained, team, departmental, or itinerant capacity as assigned. 

 

 

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description. 

 

• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement. 

• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups. 
• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals. 

 

 

 

MAJOR RESPONSIBILITIES AND DUTIES 

 

 

Instructional Strategies 

 

• Provides instruction in appropriate academic and non-academic content areas to the visually impaired student in the classroom. 
• Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance. 
• Assures 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. 
• Provides 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: 

• low vision & visual efficiency skills, 
• concept development & academic skills, 
• daily living skills, 
• career & vocational education skills, 
• communication skills (these skills include braille reading and writing as appropriate), 
• social/emotional skills and abilities, & sensory motor skills. 

• Prepares sequential and meaningful instruction geared to the student’s assessed needs, IEP goals and objectives, functioning, and motivational levels.? This instruction should be reflected in weekly or monthly lesson plans, as appropriate. 
• Assists the student, parents, special and regular education personnel, and the student’s sighted peers in: 

• understanding the unique educational needs and learning characteristics of visually impaired students, 
• becoming aware of services and support available from local programs for visually impaired students, 
• acquiring information regarding local, state, and national resources for the education of visually impaired students, and 
• 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. 

 

 

Student Growth and Development 

 

• Provides initial and ongoing assessment. 
• Conducts functional vision/learning media assessments and produces written reports. 
• Be a positive role model for students. 

 

 

Classroom Management and Organization 

 

• Assists the site administrator and teachers in making environmental adjustments for the student in the school. 
• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. 
• Manage student behavior in accordance with Student Code of Conduct and student handbook. 

• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 
• Assist in selecting books, equipment, and other instructional materials. 
• Compile, maintain, and file all reports, records, and other documents required. 

 

Communication 

 

• Consults regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student. 
• Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors. 
• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. 

 

 

Professional Growth and Development 

 

• Provides in-service training programs for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students. 
• Participate in staff development activities to improve job-related skills. 
• Comply with State, District, and school regulations and policies for classroom teachers. 
• Attend and participate in faculty meetings and serve on staff committees as required. 

 

 

Other 

 

• Maintain confidentiality. 
• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents. 
• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research. 
• Comply with all policies, operating procedures, legal requirements, and verbal and written directives. 
• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators. 
• Follow District safety protocols and emergency procedures. 
• Perform other related duties as assigned. 

 

 

 

 

QUALIFICATIONS: 

 

Education/Certification: 

 

Teacher of Students with Visual Impairments (TSVI) prerequisites: 

• Initial teaching certification, preferably in special education, elementary, or secondary education, and 
• Bachelor’s degree from an accredited university 

Certification to work with students with visual impairments is available, regardless of where you live in Texas. Training is provided through Texas Tech University and Stephen F. Austin State University. 

 

Experience: 

• See prerequisite listed above 

 

 

 

SPECIAL KNOWLEGDGE/SKILLS/ABILITIES: 

 

• Skills and abilities necessary to provide and coordinate this specialized instruction 
• Knowledge of core academic subject assigned 
• Knowledge of curriculum and instruction 
• Ability to instruct students and manage their behavior 
• Strong organizational, communication, and interpersonal skills 

 

 

 

 

SUPERVISORY RESPONSIBILITES: 

• None 

 

 

 

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS: 

 

 

Tools/Equipment Used: 

• Personal computer, phone systems, video/instructional equipment, and peripherals 

 

 

Posture: 

 

• Prolonged sitting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting 

 

Motion: 

 

• Frequent walking; repetitive computer work with frequent use of hands and wrists 

 

 

 

 

Lifting: 

 

• Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment 

 

 

Environment: 

 

• Work to be completed on-site from assigned school or building 
• Regular exposure to noise and computer monitors 
• No remote work 
• Frequent districtwide travel  

 

Mental Demands: 

 

• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours 

 

 

 

 

INTENT AND ACKNOWLEDGEMENT: 

This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be.  It is not intended to limit, or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision.  The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.