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Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.)

• HS Diploma or its educational equivalent.
• Effective written and oral communication skills, including the ability to motivate, listen, observe and collect data to support appropriate implementation of individualized plans and achievement of student’s educational and social goals.
• Enthusiasm for working with children with disabilities, willingness to take initiative and ability to demonstrate positivity, patience, empathy and compassion in all interactions.
• Ability to remain calm, think clearly, use an appropriate tone and exercise good judgement in stressful situations, such as implementing approved agency techniques for challenging behaviors.
• Ability and willingness to assist with a variety of supports and ADLs, including personal care (e.g. toileting and diapering).
• Basic computer skills, including email and utilizing Workday to complete tasks.
• Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving students of any weight with assistance of mechanical lifts or other equipment and/or supporting students of any weight with standing or sitting on one or more occasions during the course of the day and/or pushing students in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the student’s Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff or running

Preferred Qualification Requirements ( desired requirements beyond MQRs above)

• At least one (1) year of experience working with school-aged children with I/DD in a special education classroom or similar setting

• Supports a school-age child with intellectual/developmental disabilities (I/DD) as they work to achieve the goals set by the student’s teacher and related services team.
• Assists in the implementation of student’s individualized goals specific to areas of instructional and therapeutic focus at the discretion and direction of supervisors, teachers, related service providers and/or administrators.
• Follows all appropriate policies and procedures relating to the care and safety of assigned student and the student’s management needs.
• Assists student with personal care and activities of daily living (ADLs), including toileting and diapering; may also include assisting students on and off the toilet seat multiple times per day, utilizing approved agency authorized lifting techniques.
• Supports student in achieving their greatest level of independent functioning by observing behavior and following prescribed plans which address student socio-emotional and behavioral needs, through implementation of positive behavior interventions, where appropriate; may collect data, as directed.
• Motivates student to participate in individual and group interactions inside and outside of the classroom to develop interpersonal, social and communication skills and to fully participate in school activities.
• Provides support for student in daily therapy and/or related service sessions including transferring and/or positioning the student throughout the day, at the discretion and direction of supervisors, teachers, instructor(s), related service providers and/or administrators.
• Ensures the health and safety of students receiving supports in the community, which includes, but is not limited to preventing students from wandering, keeping the group together and assisting students in negotiating physical obstacles or impediments.
• Provides appropriate social and behavioral supports for student in all settings in accordance with individualized plans to ensure the health and safety of students, self and others including, but not limited to emotional support counseling, physical intervention using approved agency techniques and responding timely to challenging behaviors such as self-injurious behavior, injurious behaviors toward others or elopement risks.
• Ensures that the student is fed appropriately throughout the day, which may include following feeding plans for modified diets created by Speech Therapist/Team, maintaining the student’s safety at all times.
• Assists in the evacuation of the facility in the event of an emergency, including but not limited to fires, floods, or other emergencies which may arise, consistent with applicable agency, State and/or Local procedures.
• Performs all other duties, as assigned.

Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.)

• HS Diploma or its educational equivalent.
• Effective written and oral communication skills, including the ability to motivate, listen, observe and collect data to support appropriate implementation of individualized plans and achievement of student’s educational and social goals.
• Enthusiasm for working with children with disabilities, willingness to take initiative and ability to demonstrate positivity, patience, empathy and compassion in all interactions.
• Ability to remain calm, think clearly, use an appropriate tone and exercise good judgement in stressful situations, such as implementing approved agency techniques for challenging behaviors.
• Ability and willingness to assist with a variety of supports and ADLs, including personal care (e.g. toileting and diapering).
• Basic computer skills, including email and utilizing Workday to complete tasks.
• Ability to meet essential physical demands of position including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling and reaching with hands and arms; use hands to handle, finger or feel objects, tools or controls; assisting with lifting/moving students of any weight with assistance of mechanical lifts or other equipment and/or supporting students of any weight with standing or sitting on one or more occasions during the course of the day and/or pushing students in wheelchairs; lifting and/or moving up to 25 pounds on occasion; having the physical capacity to work with and implement emergency interventions as per the student’s Behavior Support Plan if/as needed, including lifting/moving individuals of any weight with or without assistance of equipment and/or other staff or running.

Preferred Qualification Requirements ( desired requirements beyond MQRs above)

• At least one (1) year of experience working with school-aged children with I/DD in a special education classroom or similar setting.