Visually Impaired Teacher

POSITION: Visually Impaired Teacher

REPORTS TO: Principal, Director for Exceptional Children

SALARY GRADE: State Salary Schedule commensurate with degree, certification and experience

NATURE OF WORK: Provides instruction for Visually Impaired students by developing, selecting and modifying instructional plans and materials to meet the needs of students utilizing Braille, large print and technological devices. Nature of work includes supervising students in a variety of school-related settings; keeping attendance and grade records as required by Board Policy/Administrative Regulation; conferring with parents and students regarding progress/problems of assigned studies; arranging and participating in teacher-parent or teacher-student conferences as necessary. Attends and actively participates in staff/faculty meetings; and provides input regarding the planning of instructional goals, objectives and methods of students and their IEP’s.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Additional Duties may be assigned.

• Has primary responsibility for specialized instruction and services required to meet the unique educational needs of her visually impaired students.
• Possesses the skills and abilities necessary to provide and coordinate this specialized instruction.
• 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.
• 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.
• Assists the site administrator and teachers in making environmental adjustments for the student in the school.
• 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 (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)
• 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.
• Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.
• Provides initial and ongoing assessment:
• consults with assessment team to determine appropriate testing materials and modifications needed,
• assists with assessments when needed,
• interprets assessment results when needed.
• Conducts functional vision/learning media assessments and produces written reports.
• Attends IEP meetings for students with visual impairments.
• Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conferences with relevant school individuals and other key individuals.
• Maintains ongoing contact with parents to assist them in the development of a realistic understanding of their child's abilities, progress, and future goals.
• 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.
• Makes available pamphlets, films, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.
• Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.
• Maintains a current reference library of professional materials and resources.
• Acquires information and training about current research, development, and technology.
• Provides instruction in appropriate academic and non-academic content areas to the visually impaired student in the classroom.
• Works cooperatively with the other teachers to: 
• identify the student's areas of educational need, including unique education needs,
• coordinate instruction and services to meet these needs,
• provide, in a timely manner, classroom materials that need to be reproduced in another medium,
• determine mutually convenient times during the school day for scheduling the teacher of visually impaired students to work with the student,
• modify classroom procedures and environment to meet the specific needs of the visually impaired student for participation in classroom activities, and
• exchange information concerning the visually impaired student with parents and other individuals on a regular basis.

KNOWLEDGE, SKILLS AND ABILITIES:

Language Skills - Ability to read, analyze and interpret periodicals, professional journals, technical procedures or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers and the general public.

Mathematical Skills - Ability to work with mathematical concepts such as probability and statistical inference and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

Reasoning Ability - Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

Computer Skills - Familiarity with basic computer operation and software. Ability to learn various computer operations required for management of student information and integration of technology in classroom instruction.

Other - Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on the division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. 

PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to walk and use fingers, tools, or controls. The employee is occasionally required to stand and reach with hands and arms. Specific visual abilities required by this job include close vision, color vision, depth perception, and ability to adjust focus. Occasionally the employee will lift up to 50 lbs. such as to lift files, paper, school supplies, books, etc.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The noise level in the work environment is usually moderate to loud. The employee continuously interacts with the public and staff.

REQUIRED EDUCATION AND EXPERIENCE: Candidate must possess a state teaching license and be eligible to obtain a North Carolina Exceptional Children's license with visually impaired endorsement (passing NC Praxis II test 0281 or other state required highly qualified test for visually impaired) no exceptions.

EVALUATION: Performance in this position will be evaluated regularly by the supervisor in accordance with Board Policy.