The Inclusion Specialist is responsible for developing an effective instructional program to meet the needs of a student with moderate to severe (significant) needs. The program should promote positive academic, social, and behavioral outcomes within the general education classroom. The Inclusion Specialist will create the inclusion plan with the input of the special education teacher assigned to the student, related service providers and the classroom teacher.

ESSENTIAL DUTIES AND RESPONSIBILITES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Works with the school’s administrative staff including administrative assistants to regularly engage in collaborative problem-solving which supports inclusive practice in all aspects of the school environment.
• Supports the special educator teacher, the classroom teacher and related service providers in the monitoring, and implementation of the student’s Individual Education Plan (IEP) and student-centered evidence-based instructional plans.
• Assists the classroom teacher in designing modifications and strategies for the student with complex learning needs so they can participate alongside their classroom peers.
• Coaches the classroom teachers and special education staff in the application of effective instructional methodologies including, Universal Design for Learning, Social Emotional Learning, and Positive Behavioral Intervention Supports
• Trains and provides ongoing coaching to school specialists (art, music, library, and physical education) for meaningful inclusion with the input of related service providers
• Works with the classroom staff, related service providers and school specialists, to provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions, and regular monitoring.
• Integrates technology within the classroom to increase the student’s inclusion, comprehension, and interest.
• Assists the special education teacher, classroom teacher with the development and implementation of MCAS accommodations and MCAS-Alt grade level competency portfolios.
• Engages family members’ collaborative participation with school staff. Provides ongoing opportunities for parents to be included.
• Work with the paraprofessionals and the classroom teacher to be effective partners and promote student independence.

REQUIRED QUALIFICATIONS:

• Bachelor’s degree from an accredited institution in Special Education with a concentration in moderate or severe needs or related field.
• Massachusetts Teacher Certification (severe or moderate special needs) required.
• Experience working with students with complex learning profiles. (Autism, Intellectual, Developmental Delay, Neurological)
• Experience in providing systematic, multi-sensory, evidence-based specially designed instruction In Math and ELA
• Prior Experience collaborating with School Administrators general education and special education staff to promote effective inclusion of students with complex needs

PREFERRED QUALIFICATIONS:

• Excellent organizational oral and written communication skills
• Ability to build rapport with Parents and foster a collaborative relationship with school staff
• Ability to create a collaborative school inclusion team and achieve consensus on complex issues.
• Ability to train and implement efficient data collection systems to inform instruction.
  Physical Demands: The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone—is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.
  Work Environment: The noise level in the work environment is usually quiet to moderate. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work out-put of students.
  The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change

SUPERVISORY RESPONSIBILITIES

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

ESSENTIAL DUTIES AND RESPONSIBILITES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Works with the school’s administrative staff including administrative assistants to regularly engage in collaborative problem-solving which supports inclusive practice in all aspects of the school environment.
• Supports the special educator teacher, the classroom teacher and related service providers in the monitoring, and implementation of the student’s Individual Education Plan (IEP) and student-centered evidence-based instructional plans.
• Assists the classroom teacher in designing modifications and strategies for the student with complex learning needs so they can participate alongside their classroom peers.
• Coaches the classroom teachers and special education staff in the application of effective instructional methodologies including, Universal Design for Learning, Social Emotional Learning, and Positive Behavioral Intervention Supports
• Trains and provides ongoing coaching to school specialists (art, music, library, and physical education) for meaningful inclusion with the input of related service providers
• Works with the classroom staff, related service providers and school specialists, to provide a comprehensive approach to behavior management that includes evaluation, data collection, interventions, and regular monitoring.
• Integrates technology within the classroom to increase the student’s inclusion, comprehension, and interest.
• Assists the special education teacher, classroom teacher with the development and implementation of MCAS accommodations and MCAS-Alt grade level competency portfolios.
• Engages family members’ collaborative participation with school staff. Provides ongoing opportunities for parents to be included.
• Work with the paraprofessionals and the classroom teacher to be effective partners and promote student independence