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E. KNOWLEDGE, SKILLS AND ABILITIES
Thorough knowledge of visual problems, impairments, and blindness, and their implications for early developmental growth and learning;
Thorough knowledge of birth defects and the interactive effects of vision loss on infants and toddlers with multiple impairments;
Thorough knowledge of specific implications on learning and development for children with visual impairments;
Ability to diagnostically assess need across all developmental areas, e.g., sensory, motor, language, self-help, cognitive, affective and to implement a prescriptive instructional program for child and parent based on findings;
Ability to develop parent education strategies and behavior management techniques.
Excellent report writing skills;
Excellent communications;
Human relations skills;
Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
May direct the work of paraprofessionals.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
Adapts and modifies the curriculum and school materials into accessible formats for the visually impaired students;
Provides direct instruction in compensatory skills, e.g., Braille, Assistive Technology, Utilization of Low vision, Abacus, etc.;
Chooses an appropriate Braille reading program for a blind child and incorporates it into the reading program being used in the classroom by the child’s sighted peers;
Develops an efficient weekly schedule that includes planning, observing, assessing, collaborating, adapting materials, direct instruction and consultation times;
Develops and implements an Individualized Educational Plan (IEP) to address the child’s visual needs;
Performs Functional Vision Assessments and Learning Media Assessments and compiles the results and recommendations into well written reports for distribution to schools and parents;
Provides in-service trainings to school staffs on the best ways to work with a student with a visual impairment;
Selects appropriate assistive technology for students and provide training on the technology so that they are able to access information visually and/or auditorally and/or tactually;
Shares community resources with students and families that pertain to blindness and low vision;
Teaches students how to read and write literary and Nemeth Braille codes;
Teaches students how to use low vision devices, such as hand-held magnifiers and video magnifiers;
Works with student’s specific visual impairment(s) and the implications for developmental growth and learning and be able to share this information in an appropriate manner with school staffs;
Performs related duties as requested.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE
General Experience:
Bachelor’s degree from an accredited college or university in special education specifying visual impairment.
One (1) year of experience using assistive technology working with students who are visually impaired including specific training in conducting functional vision and learning media assessments.
Special Requirement:
In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.