Teach elementary and preschool school subjects to educationally and physically handicapped students. Include teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
| Top Tasks (Specific duties and responsibilities of this job.) |
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| Instruct students in academic subjects using a variety of techniques such as phonetics, multisensory learning, and repetition to reinforce learning and to meet students` varying needs and interests. |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. |
| Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and technologies. |
| Meet with parents and guardians to discuss their children`s progress and to determine priorities for their children and their resource needs. |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
| Establish and enforce rules for behavior and procedures for maintaining order among students. |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students` educational, physical, and social development. |
| Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. |
| Top Skills used in this Job |
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| Instructing - Teaching others how to do something. |
| Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Reading Comprehension - Understanding written sentences and paragraphs in work related documents. |
| Time Management - Managing one`s own time and the time of others. |
| Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Speaking - Talking to others to convey information effectively. |
| Social Perceptiveness - Being aware of others` reactions and understanding why they react as they do. |
| Writing - Communicating effectively in writing as appropriate for the needs of the audience. |
| Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Top Abilities (Attributes of the person that influence performance in this job.) |
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| Oral Expression - The ability to communicate information and ideas in speaking so others will understand. |
| Speech Recognition - The ability to identify and understand the speech of another person. |
| Speech Clarity - The ability to speak clearly so others can understand you. |
| Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
