Anticipated Instructional Assistant - Special Education - Autistic Support

Anticipated Instructional Assistant•Special Education•Autistic Support 3.6 3.6 out of 5 stars 100 E College Ave, Spring Grove, PA 17362 Spring Grove Area School District 19 reviews

JobID:

1396

Position Type:

Instructional Assistants•Special Education/Instructional Assistant•Special Education•

Autistic Support Date Posted:

5/12/2026

Location:

Spring Grove Elementary School Date Available:

Upon Board Approval Closing Date:

Until Filled PURPOSE:

Support students with Individual Education Plans (IEPs) in the special education and general education environments to ensure that students receive the necessary support to access and benefit from the educational program. Collaborate with and assist special education and general education teachers in implementation of IEPs. Monitor and implement behavior support plans, as appropriate. The paraeducator plays a key role in implementing (IEPs) and providing personalized assistance to students, fostering their overall growth and development.

QUALIFICATIONS TRAINING AND EXPERIENCE

High school diploma or equivalent Experience working with students with special needs preferred Commitment to fostering an inclusive and supportive educational environment. GENERAL Patience, empathy, and the ability to work collaboratively within a team to support the success of students with IEPs. Ability to work cooperatively with others. Maturity and ability to deal effectively with students, staff and community. Self-motivated. Ability to work independently within the limits of assigned responsibilities. Receipt of current, favorable clearances including: Pennsylvania State Criminal History (Act 34), Federal Criminal History (FBI – Fingerprinting•Act 114), Pennsylvania Child Abuse (Act 151), and Sexual Misconduct and Abuse Disclosures (Act 168).

REPORTABILITY

Reportable to classroom teacher, Building Principal / Assistant Principal, Special Education Supervisors and / or the Director of Pupil Services.

EVALUATION

Completed by the Special Education Supervisor.

PERFORMANCE RESPONSIBILITIES

Implementing IEPs:

Collaborate with special education teachers and other professionals to implement the goals and strategies outlined in students' Individualized Education Plans (IEPs). Provide individualized support to students, addressing their unique learning needs. Participate in the development and implementation of Individual Education Plans (IEP), as appropriate.

Classroom Support:

Assist in planning and implementing instructional activities to meet the diverse needs of students with special needs. Support classroom teachers in adapting curriculum materials and differentiating instruction. Assist with planning and implementing individual and group strategies for individual student success in academic and behavioral areas. Assist in working closely with the teacher to continually modify the program to meet individual student needs.

Student Assistance:

Work one-on-one or in small groups with students to reinforce learning objectives. Provide assistance with academic tasks, ensuring that students are able to actively participate in classroom activities. Assist in classroom activities such as listening to students read, monitoring work sessions, collecting and returning assignments from major subject teachers, etc. Work with student assigned to a general education class and assist the general education teacher with adaptations as assigned by the special education teacher.

Behavioral Support:

Implement behavior management strategies as outlined in IEPs. Foster a positive and inclusive classroom environment by promoting appropriate behavior and social skills. Monitor student behavioral support plans and provide appropriate reinforcement as appropriate and when needed.

Personal Care:

Provide personal care assistance to students with special needs, ensuring their well-being and comfort. Assist with activities of daily living, such as toileting, feeding, and mobility, as needed. Assist students with personal care as needed including but not limited to toileting, feeding, clothing fastening, and unfastening

Communication and Collaboration:

Maintain open and effective communication with teachers and other professionals. Collaborate with the school team to address the unique needs of each student and share insights on student progress. Act as liaison between the general education teacher and special education teacher to provide immediate feedback relative to student performance.

Documentation:

Keep accurate records of student progress, behavior, and any interventions implemented. Document observations and share relevant information with the teaching team. Assist in maintaining up-to-date records on each child describing strategies for each child's program. Assist teacher in the evaluation of student performance.

Inclusion Support:

Facilitate the inclusion of students with special needs in general education classrooms. Support the integration of students into various school activities.

Professional Development:

Participate in professional development opportunities to enhance knowledge and skills in special education. Stay informed about best practices and new developments in the field. Maintain Highly Qualified status, including 20 hours of professional development annually, as determined by Pennsylvania regulations for paraprofessionals working with students with an identified disability.

Safety and Well-being:

Ensure the safety and well-being of students in various settings within the school. Supervise students during transitions and other activities. Assist in supervising students with special needs in less structured environment such as hallways, cafeteria, bus loading area, etc. May support students with any of but not limited to the following exceptionalities: Autistic Support, Emotional Support, Intensive Learning Support, Learning Support, and / or Life Skills. Perform such other duties as assigned by the teacher and/or principal, Special Education Supervisor, and/or Director of Pupil Services.

The Lead Teacher shall:

Maintain Safety Care Certification Perform other duties as assigned

Autistic Support Paraeducator:

Implement strategies outlined in Individualized Education Plans (IEPs) for students with autism. Provide individualized support to help students with autism navigate social interactions and communication. Assist in creating and maintaining a structured and supportive learning environment. Collaborate with teachers and other professionals to address the unique needs of students with autism.

POSITION SPECIFICATIONS

Physical Demands Occasional driving to school district offices, classrooms, regional offices Frequent walking throughout various buildings, including climbing up and down stairs Often sitting at desk for extended periods Standing for limited periods of time Moderate lifting up to 25 pounds unassisted and has potential to involve heavier lifting with additional assistance Some carrying – up to 30 pounds Manual dexterity to use office equipment Repetitive movement of fingers and hands for keyboarding Sensory Abilities Visual acuity to read correspondences, computer screen Auditory acuity to be able to use telephones Ability to speak clearly and distinctly Work Environment Generally, classroom / office setting Temperament Ability to work as a member of a team Must be courteous and able to effectively communicate with students and staff Must be cooperative, congenial and service-oriented, and promote these qualities in the department Ability to work in an environment with frequent interruptions Cognitive Ability Ability to follow written and verbal directions Ability to complete assigned tasks with minimal supervision Ability to read, write and do complex computations Ability to use correct grammar, sentence structure and spelling Ability to compose clear, concise sentences and paragraphs Ability to organize classroom/ office setting to efficiently accomplish tasks Ability to work independently, exercise appropriate initiative, and make work-related decisions Ability to exercise good judgment in prioritizing tasks and work efficiently on those tasks Ability to communicate effectively at all organizational levels

Note:

All abilities above must be at a professional level, as expected from the required educational level of the job and the previous experience required. Specific Skills Ability to operate office equipment Ability to use computer technology efficiently and learn new technology implemented by the District Must recognize appropriately handle confidential information Ability to perform tasks as assigned. Comments Position holder must have a friendly, helpful, caring personality The position specifications described here are the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the Americans with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.