Stockton Unified School District
Special Education Assistant - Severely Mentally Handicapped One-on-One # 383 Hoo
Stockton Unified School District, Stockton, California, United States, 95202
Special Education Assistant - Severely Mentally Handicapped One-on-One # 383 Hoover School, Roosevelt School
Definition
The one-on-one assistant will perform a variety of paraprofessional instructional activities to assist the teacher or other certificated staff in providing instruction, housekeeping and supervision to severely mentally handicapped student between the ages of 3 to 22 years; to perform a variety of supportive activities for instructional personnel and to do other related duties as assigned. The one-on-one assistant will follow the student as necessary. If no student is available, the one-on-one assistant will be temporarily placed in a classroom within their classification until a one-on-one student is assigned to the one-on-one assistant.
Supervision Received and Exercised Receives direction from the teacher in charge.
Representative Duties
Assist student to and from buses and classes (E).
Teaching independent mobility (E).
Assist instructional personnel in the development and implementation of individual educational plans under the teacher's supervision (E).
Continuously assist and monitor student in a variety of academic and recreational activities (E).
Tutor student to reinforce and follow-up training and learning experiences (E).
Supervise student during study, lunch and play periods (E).
Assist student in the development and maintenance of appropriate social behavior (E).
Assist student to become self-reliant (E).
Assist in the maintenance of student’s daily performance records (E).
May prepare instructional material.
Operate a variety of audio-visual equipment such as projectors and other learning machines (E).
May type and duplicate lessons, tests and other instructional materials.
Assist serving food.
Teach student self-feeding skills and grooming skills (E).
Assist student with toileting, buttons, snaps and zippers (E).
Clean student lacking control (E).
Change diapers, bath and cloth student (E).
May lift and move handicapped student.
Assist in keeping work area attractive.
Perform other related duties as assigned.
Qualifications Knowledge of
Problems involved in the care of severely mentally handicapped student
Methods and attitudes required in assisting severely mentally handicapped student with their personal needs and academic activities
Techniques in dealing appropriately with assaultive behavior
English usage, punctuation, spelling and grammar
Basic arithmetic concepts
Principles, goals and objectives of the educational process
Ability to
Demonstrate an empathetic, patient and receptive attitude with student exhibiting specialized severe mental and behavior needs
Establish and maintain an effective relationship with teachers, therapists and other certificated staff
Communicate satisfactorily in oral and written form and serve as an appropriate model
Gain the confidence of handicapped student, encourage and assist them in therapy, classroom and recreational activities
Deal appropriately with behavior exhibited by handicapped student
Remain calm under stress
Understand and maintain confidentiality
Follow a work schedule that may change from day to day
Perform routine clerical tasks and operate office and educational machines and equipment
Successfully supervise student
Use safe working conditions
Education, Training and Experience
Education, training and experience equivalent to the completion of the twelfth (12) grade and at least one (1) year experience working with handicapped students; and completion of college level courses in special education or a related field
NO CHILD LEFT BEHIND FEDERAL REQUIREMENTS
High school graduation or GED
Degree or completion of 48 semester units from accredited college or university or District Assessment Test/County certificate showing compliance with NCLB. (SUSD proficiency test taken before 7/1/04 does not meet this requirement)
Certificates Required District First Aid Course Certificate must be obtain within the first six (6) months of date of hire. CPR Certificate and a valid American Red Cross First Aid Certificate preferred.
Physical Requirements - SMH Pre-K thru 3rd grade
Sit for prolonged periods of time
Stand and walk for prolonged periods of time
Frequent bending/stooping; squatting/crouching/kneeling
Infrequent climbing
Occasional reaching overhead, above shoulder and horizontally
Frequent pushing/pulling, lifting and maneuvering objects such as wheelchairs and/or walker with students with a broad range of body weights
May lift and/or support/drag up to 150 pounds for short periods of time with assistance if necessary
May occasionally to frequently push/pull up to 150 lbs with assistance if necessary
Requires simple to firm grasping to seize, hold, grasp, turn or otherwise work with hands to position students in their wheelchairs; assist with classroom instructional activities; assist students with dressing tasks
Physical Requirements - SMH 4th Grade thru Adult-Physical Requirements
Sit for prolonged periods of time
Stand and walk for prolonged periods of time
Occasional to Frequent bending/stooping; squatting/crouching/kneeling
Infrequent climbing
Occasional reaching overhead, above shoulders and horizontally
Frequent pushing/pulling, lifting and maneuvering objects such as wheelchairs and/or walker with students with a broad range of body weights
May lift and/or support/drag up to 200 pounds for short periods of time with assistance if necessary
May occasionally to frequently push/pull up to 200 lbs with assistance if necessary
Requires simple to firm grasping to seize, hold, grasp, turn or otherwise work with hands to position students in their wheelchairs; assist with classroom instructional activities; assist students with dressing tasks
Hear sufficient to perform essential job functions
Speak sufficient to give instructions/commands to students, speak to parents and other staff
Visual requirement enough to monitor students
Physical Requirements - MAB (Managing Assaultive Behaviors)
Stand on a variety of surfaces
Walk/run on a variety of surfaces, at a pace dependent upon the situation
Sit on a chair to protect self by bending forward, or use the chair as a backwards propelling tool to escape a grab or grip of an attacker
Push/pull with sufficient intensity to achieve desired result
May lift and/or carry up to 100 lbs for short periods of time with assistance if necessary
Stoop/kneel/crouch/crawl: these movements occur in multiple intervention strategies
Reaching in any direction. Depending on age and stature of student, reaching may occur at all levels - waist to knee; waist to chest; below knee; chest to shoulder; and/or above shoulder
Constant handling: Seizing, holding, grasping, turning or otherwise working with the hand or hands Includes simple and power grasping
Fingering: Fine finger manipulation is required in releasing an individual’s hand grab/grip, as well as releasing tension and/or constraints
Balancing: Body postures and maneuvers taught require maintaining body balance through positioning of the lower extremities, including pivoting, rotating, and flipping an individual if required
Climbing: In the event of stairs, the employee must be able to climb or descend the stairs as needed
And/or climbing over obstacles or objects may be required such as an upside down table or chair
Twisting: Upper and lower torso twisting is required in multiple intervention strategies
Speak: The employee is required to speak to the student/co-workers verbally to resolve the situation
Hearing: sufficient to perform the MAB techniques
Visual requirement sufficient to resolve the situation and return the student and employee to safety
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Supervision Received and Exercised Receives direction from the teacher in charge.
Representative Duties
Assist student to and from buses and classes (E).
Teaching independent mobility (E).
Assist instructional personnel in the development and implementation of individual educational plans under the teacher's supervision (E).
Continuously assist and monitor student in a variety of academic and recreational activities (E).
Tutor student to reinforce and follow-up training and learning experiences (E).
Supervise student during study, lunch and play periods (E).
Assist student in the development and maintenance of appropriate social behavior (E).
Assist student to become self-reliant (E).
Assist in the maintenance of student’s daily performance records (E).
May prepare instructional material.
Operate a variety of audio-visual equipment such as projectors and other learning machines (E).
May type and duplicate lessons, tests and other instructional materials.
Assist serving food.
Teach student self-feeding skills and grooming skills (E).
Assist student with toileting, buttons, snaps and zippers (E).
Clean student lacking control (E).
Change diapers, bath and cloth student (E).
May lift and move handicapped student.
Assist in keeping work area attractive.
Perform other related duties as assigned.
Qualifications Knowledge of
Problems involved in the care of severely mentally handicapped student
Methods and attitudes required in assisting severely mentally handicapped student with their personal needs and academic activities
Techniques in dealing appropriately with assaultive behavior
English usage, punctuation, spelling and grammar
Basic arithmetic concepts
Principles, goals and objectives of the educational process
Ability to
Demonstrate an empathetic, patient and receptive attitude with student exhibiting specialized severe mental and behavior needs
Establish and maintain an effective relationship with teachers, therapists and other certificated staff
Communicate satisfactorily in oral and written form and serve as an appropriate model
Gain the confidence of handicapped student, encourage and assist them in therapy, classroom and recreational activities
Deal appropriately with behavior exhibited by handicapped student
Remain calm under stress
Understand and maintain confidentiality
Follow a work schedule that may change from day to day
Perform routine clerical tasks and operate office and educational machines and equipment
Successfully supervise student
Use safe working conditions
Education, Training and Experience
Education, training and experience equivalent to the completion of the twelfth (12) grade and at least one (1) year experience working with handicapped students; and completion of college level courses in special education or a related field
NO CHILD LEFT BEHIND FEDERAL REQUIREMENTS
High school graduation or GED
Degree or completion of 48 semester units from accredited college or university or District Assessment Test/County certificate showing compliance with NCLB. (SUSD proficiency test taken before 7/1/04 does not meet this requirement)
Certificates Required District First Aid Course Certificate must be obtain within the first six (6) months of date of hire. CPR Certificate and a valid American Red Cross First Aid Certificate preferred.
Physical Requirements - SMH Pre-K thru 3rd grade
Sit for prolonged periods of time
Stand and walk for prolonged periods of time
Frequent bending/stooping; squatting/crouching/kneeling
Infrequent climbing
Occasional reaching overhead, above shoulder and horizontally
Frequent pushing/pulling, lifting and maneuvering objects such as wheelchairs and/or walker with students with a broad range of body weights
May lift and/or support/drag up to 150 pounds for short periods of time with assistance if necessary
May occasionally to frequently push/pull up to 150 lbs with assistance if necessary
Requires simple to firm grasping to seize, hold, grasp, turn or otherwise work with hands to position students in their wheelchairs; assist with classroom instructional activities; assist students with dressing tasks
Physical Requirements - SMH 4th Grade thru Adult-Physical Requirements
Sit for prolonged periods of time
Stand and walk for prolonged periods of time
Occasional to Frequent bending/stooping; squatting/crouching/kneeling
Infrequent climbing
Occasional reaching overhead, above shoulders and horizontally
Frequent pushing/pulling, lifting and maneuvering objects such as wheelchairs and/or walker with students with a broad range of body weights
May lift and/or support/drag up to 200 pounds for short periods of time with assistance if necessary
May occasionally to frequently push/pull up to 200 lbs with assistance if necessary
Requires simple to firm grasping to seize, hold, grasp, turn or otherwise work with hands to position students in their wheelchairs; assist with classroom instructional activities; assist students with dressing tasks
Hear sufficient to perform essential job functions
Speak sufficient to give instructions/commands to students, speak to parents and other staff
Visual requirement enough to monitor students
Physical Requirements - MAB (Managing Assaultive Behaviors)
Stand on a variety of surfaces
Walk/run on a variety of surfaces, at a pace dependent upon the situation
Sit on a chair to protect self by bending forward, or use the chair as a backwards propelling tool to escape a grab or grip of an attacker
Push/pull with sufficient intensity to achieve desired result
May lift and/or carry up to 100 lbs for short periods of time with assistance if necessary
Stoop/kneel/crouch/crawl: these movements occur in multiple intervention strategies
Reaching in any direction. Depending on age and stature of student, reaching may occur at all levels - waist to knee; waist to chest; below knee; chest to shoulder; and/or above shoulder
Constant handling: Seizing, holding, grasping, turning or otherwise working with the hand or hands Includes simple and power grasping
Fingering: Fine finger manipulation is required in releasing an individual’s hand grab/grip, as well as releasing tension and/or constraints
Balancing: Body postures and maneuvers taught require maintaining body balance through positioning of the lower extremities, including pivoting, rotating, and flipping an individual if required
Climbing: In the event of stairs, the employee must be able to climb or descend the stairs as needed
And/or climbing over obstacles or objects may be required such as an upside down table or chair
Twisting: Upper and lower torso twisting is required in multiple intervention strategies
Speak: The employee is required to speak to the student/co-workers verbally to resolve the situation
Hearing: sufficient to perform the MAB techniques
Visual requirement sufficient to resolve the situation and return the student and employee to safety
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