A Special Education Teacher teaches students who have disabilities, and adapts teaching methods to meet the needs of students. Assesses students and helps to develop individualized education plans that specify the services and accommodations needed for each student. Works in a classroom that includes only students with IEPs, or works with students and teachers in regular classes. For students with severe disabilities, may focus on developing skills for independent living. Works as part of a team that includes therapists, school counselors or social workers.
The Special Education Itinerant Teacher provides individualized instruction to school-age students receiving services under pendency. The SEIT delivers the mandated service at the required frequency, duration, group size, and setting; teaches to current student goals; documents each session; reports progress; and coordinates with families, school staff, and related-service providers. Mandate-driven service. Services must match the applicable pendency order, last agreed program, settlement, or other controlling service authorization. Changes are escalated for review rather than made independently in the field. Flexible instructional settings. Students are five and older and may receive services in a school, home, or community setting consistent with the mandate. Defensible documentation. Session notes, attendance records, and progress reports must be factual, contemporaneous, specific, and consistent with the service delivered. Professional communication. The SEIT communicates clearly with families and school personnel while routing legal, placement, and dispute-related questions to program leadership. Deliver mandated services. Provide direct special education instruction at the frequency, duration, group size, and location specified by the controlling mandate or service authorization. Teach to student goals. Use the student's current program goals and available data to plan instruction, adapt content and materials, and support measurable progress. Document each session. Complete a session note on the day of service describing the instructional focus, student response, and progress toward goals. Report progress. Submit required progress reports on schedule using objective data and clear, professional language. Communicate with families. Provide timely information regarding scheduling, progress, and service-related concerns. Refer legal or placement questions to program leadership. Maintain the service schedule. Provide services consistently, report absences promptly, arrange required make-up sessions, and document missed or rescheduled services. Submit accurate service records. Submit attendance, session logs, and other required documentation in the prescribed format and by established deadlines. Escalate changes and concerns. Promptly notify the Case Supervisor and Executive Director of requested service changes, safety concerns, significant student needs, or unresolved family or school issues. Fulfill mandated reporter responsibilities. Report suspected child abuse or maltreatment in accordance with applicable New York requirements and follow Nexus internal notification procedures.
