Special Education-LIDS

Primary Purpose:
The LIDS Teacher is responsible for providing specialized educational support to students with
low-incidence disabilities in a self-contained classroom. This role involves developing and
implementing individualized education plans (IEPs), delivering targeted instruction, managing
behavior, and fostering an inclusive and supportive learning environment for students with
significant disabilities. The LIDS Teacher works closely with parents, staff, and other
professionals to ensure each student’s educational, social, and emotional needs are met.
Qualifications:
? Education:
Bachelor's or Master's degree in Special Education or a related field, with a focus on
working with students with low-incidence disabilities.
? Certification:
State certification as a special education teacher, with specific endorsement in
low-incidence disabilities (varies by state).
? Experience:
Prior experience working with students with low-incidence disabilities in a special
education setting is preferred. Experience in developing and implementing IEPs is highly
desirable.

? Skills and Competencies:
? Strong understanding of low-incidence disabilities (e.g., autism spectrum
disorders, significant cognitive disabilities, multiple disabilities).
? Ability to differentiate instruction and modify materials to meet diverse student
needs.
? Strong classroom management and behavioral intervention skills.
? Excellent communication skills, both written and verbal, for collaborating with
parents, staff, and students.
? Patience, empathy, and a strong commitment to student development.
? Ability to work independently and as part of a collaborative team.

Major Duties and Responsibilities:
? Develop and Implement IEPs:
Create, implement, and monitor Individualized Education Plans (IEPs) tailored to the
unique needs of students with low-incidence disabilities, ensuring goals are clear,
measurable, and achievable.
? Direct Instruction:
Provide individualized or small group instruction to students in academic subjects, social
skills, daily living skills, and functional life skills. Modify teaching methods and materials
to accommodate students’ specific learning styles and needs.
? Behavioral Support:
Implement strategies to address challenging behaviors, create behavior intervention
plans, and collaborate with support staff to maintain a positive and safe classroom
environment.
? Assessment and Documentation:
Regularly assess student progress and document educational and behavioral data.
Update IEPs as required and communicate progress to parents and other professionals.
? Collaborate with Team Members:
Work collaboratively with general education teachers, special education staff, speech
therapists, occupational therapists, counselors, and other school professionals to create
a cohesive support plan for each student.
? Parent Communication:
Maintain open communication with parents/guardians to provide updates on student
progress, discuss IEPs, and address concerns or questions.
? Classroom Management:
Establish and maintain a structured, safe, and supportive classroom environment.
Manage classroom routines, transitions, and provide a calming space for students when
needed.
? Provide Life Skills Training:
Teach practical skills related to independent living, including hygiene, personal care,
community-based skills, and vocational training.
? Professional Development:
Stay current with best practices in special education and low-incidence disabilities by
attending professional development workshops, conferences, and engaging with
relevant research.

Tools and Equipment:
? Assistive technology devices and software
? Adaptive tools (e.g., specialized seating, communication boards, sensory items)
? Classroom materials (e.g., sensory aids, communication devices, adapted learning tools)
? Office equipment (e.g., computers, tablets, printers)
? Educational resources (e.g., curriculum materials, behavioral management charts, visual
supports)
Working Conditions:
? Work Environment:
The LIDS Teacher will work in a self-contained classroom designed to support students
with low-incidence disabilities. The classroom may have specialized equipment and a
lower student-to-teacher ratio.
? Hours:
Full-time position, typically during regular school hours. Some after-school or weekend
hours may be required for IEP meetings, professional development, or parent
communication.
? Physical Demands:
The teacher may need to assist students with mobility, positioning, and physical tasks,
requiring moderate physical activity such as lifting or assisting students with limited
mobility. The classroom setting may require standing, walking, and managing small
groups of students.
? Emotional Demands:
The role can be emotionally demanding as the teacher works closely with students with
significant disabilities and faces challenges related to behavior management, student
progress, and complex family dynamics.
? Collaborative Atmosphere:
The teacher will work in close collaboration with other special education teachers,
general education staff, and related service providers to ensure a holistic approach to
student development.

Supervisory Responsibilities:
None