EC INCLUSION FACILITATOR

EC INCLUSION FACILITATOR

Illinois School District

U-46 - 3.8

Elgin, IL Job Details 11 hours ago Qualifications Behavior management for students with special needs Working with individuals with developmental disabilities Professional collaboration in IEP development Teacher collaboration Working with individuals with neurodevelopmental disorders Professional development facilitation in schools Multilingual Student performance data analysis Mid-level School legal knowledge Policy & process development Teacher coaching Decision making Conflict management Organizational skills Preschool teaching Autism spectrum disorders support IEP implementation Educator License with Stipulations Teaching Staff development

Full Job Description JobID:

44965

Position Type:

Teacher Early Learners/EC Movement Date Posted:

5/4/2026

Location:

Early Learners Date Available:

08/24/2026

Closing Date:

Until Filled Position /

Title:

Preschool Inclusion Facilitator Bargaining Unit:

ETA Department/Location:

Early Learner Initiatives Calendar Days:

184

Reports To:

Building Principal JD Revision Date:

03/3/2026

Supervises:

N/A FUNCTION / POSITION SUMMARY

Preschool Inclusion Facilitator – Preschool supports the development, implementation, and continuous improvement of inclusive systems for preschool learners across general education and special education classrooms. This role focuses on building sustainable processes that ensure young children with disabilities, including those at-risk for delays, receive high-quality instruction and services in their least restrictive environments (LRE). The facilitator works collaboratively with building and district teams to strengthen inclusive practices, support IEP implementation, and promote developmentally appropriate, evidence-based practices for early learners. All responsibilities are carried out in alignment with federal, state, district, and school policies and procedures. Job Duties / Responsibilities Promote and develop systems for inclusion facilitation for preschool MAC and cotaught classrooms through the development of consistent district-wide early childhood inclusion guidelines, processes, staffing structures, and service delivery models. Develop systems and support staff in

PFA/PFAE

classrooms in providing inclusive educational opportunities for all students. Develop, refine, and support building-level processes that ensure inclusive opportunities for preschool students across general education and special education classrooms. Establish and provide learning for staff regarding systematic procedures for student transitions between self-contained and general education preschool settings. Monitor the effectiveness of inclusive programming through data review, process audits, and team reflection. Support general education and special education teachers in designing inclusive, developmentally appropriate evidence-based practices in preschool learning environments. Assist teams in developing a plan for inclusive instruction. Provide guidance on environmental adaptations, visual supports, communication systems, and sensory supports. Support integration of students from self-contained classrooms into blended, PFA/PFAE classrooms through structured planning and monitoring. Provide coaching and modeling to staff on proactive behavior strategies, regulation supports, and positive reinforcement systems to support inclusion. Collaborate with families and outside agencies when students demonstrate significant social-emotional or behavioral needs. Monitor student engagement and independence in inclusive preschool settings. Work with staff to develop solutions to increase success in general education environments. Professional Learning & Staff Capacity Building Develop and deliver ongoing professional development focused on preschool inclusion. Facilitate solution-focused problem-solving discussions with staff. Build collective staff capacity to sustain inclusive preschool systems beyond individual student needs. Kindergarten Transition & Inclusion Planning Develop and implement a systematic kindergarten transition inclusion process for preschool students receiving special education services. Consult with preschool teams to determine appropriate inclusion plans (minutes, time of day, supports, etc.) for Kindergarten. As needed, attend problem-solving and IEP meetings to plan for inclusive Kindergarten opportunities. Education Professional Educator License (PEL) with an Early Childhood endorsement and Early Childhood Special Education approval or Professional Educator License with Stipulations endorsed for alternative provisional education (ELS-APE) with an Early Childhood Education and Early Childhood Special Education endorsement.

Experience / Knowledge

Previous experience as a teacher in blended or self-contained preschool, preferred (at least 3 years preferred) Experience with Autism, Communicative Delays, and/or individuals with behavioral needs Familiarity with graphing and interpreting data (academic & behavioral). Knowledge of applicable laws, codes, regulations, policies and procedures related to special education and inclusion. The position will require comprehensive and ongoing professional development. Critical Skills Tactful, adaptive, and productive interpersonal skills that articulate thoughts, strategies, and ideas easily understood by people of diverse backgrounds and experiences while working effectively in a highly collaborative team environment, including effectively addressing and resolving conflict (e.g., between students, students and staff, and staff with staff). Current knowledge of content-specific subject matter for core subjects, Illinois Early Learning and Development Standards, general and special education curriculum, and a working knowledge of academic interventions that are scientifically proven to facilitate growth with students with IEPs. Dependability in effective problem-solving, sound decision making, completing tasks, maintaining a positive attendance record, and effectively managing instructional time, space, and other resources. Excellent attention to detail, organizational skills, maintenance of accurate communications, skills in multitasking divergent tasks, and is a self-starter.

Willing to:

Work in predominantly multicultural and multilingual environments, Learn about available instructional and resource opportunities for students with a variety of needs Maintain a thorough understanding of federal, state, and district guidelines and regulations regarding IDEA and programming for students transitioning out of a self-contained setting, Learn emergency plans, procedures, and roles in carrying out drills, evacuations, and responding to crisis situations, Work directly with students and facilitate successful school experiences, and support students in elementary and/or middle schools. Environmental Conditions Work is typically in noisy and crowded environments with many interruptions throughout the day at a fast pace requiring quick adaptations to changing circumstances. Requires work indoors in busy school environments to support student needs the majority of the day, but may include scheduled and unscheduled work outdoors. Will be required to travel within the district to attend meetings or support students. Physical Demands Requires frequent movement including excellent physical agility and quick response time as well as prolonged sitting or standing and stooping, bending, or reaching. Occasionally requires physical exertion to manually move, lift, carry, pull, or push heavy objects or materials including the ability to lift up to 50 pounds with proper technique. Terms of Employment This is a nine-month position (184 work days). Salary and benefits as established by the Board of Education.

Evaluation:

Performance of the position will be evaluated with provisions set by the Board of Education as per contract.