SUMMARY:  Teachers of the Visually Impaired partner with educators, families, and communities to provide effective learning environments for students with visual impairments. Services provided include direct instruction in skills related to visual impairment, consultation to support student needs across settings, and adaptation of materials. The itinerant position requires travel within and among the districts assigned.

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

• Assesses students using formal and informal assessments to identify educational needs including curricular, social, and equipment needs.
• Assists classroom teachers in identifying and facilitating the use of accommodations required for state standardized testing.
• Confers with parents and professional staff to address problems and/or concerns related to the education of the visually impaired student.
• Counsels students and their parents to facilitate/support vocational planning, social adjustment, orientation and mobility needs, and agency/support service awareness.
• Facilitates IEP meetings to develop educational plans for visually impaired students.
• Interprets the special needs of visually impaired students to classroom teachers and counselors to increase understanding of students’ needs, accommodations, and modifications.
• Maintains liaison with community agencies to facilitate the educational program for students.
• Maintains special books and materials required for visually impaired students to access current curriculum including ordering, inventorying, storing, and issuing books and materials.
• Provides an educational program for students who are visually impaired to assist these students in participating academically and socially in their classrooms.
• Provides Braille instruction and training in other special learning media to assist students in accessing classroom curriculum.
• Provides individualized instruction, remedial instruction, and accommodations/modifications to address students’ academic and social needs as determined by assessment results.
• Provides large print Braille, taped and recorded materials required by the classroom teacher to assist students in accessing classroom curriculum and participating socially.
• Transcribes/enlarges classroom assignments into Braille/large print to assist students in accessing the curriculum.
• Performs other duties as assigned to support and maintain the program for the visually impaired.
• Maintain a valid state driver’s license and ability to drive without advanced notice

SUPERVISORY RESPONSIBILITIES:

Supervises students when in an individual or group setting.

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, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE:

Bachelors or Masters degree in education for the visually impaired and highly qualified status as defined by Federal mandate.

CERTIFICATES, LICENSES, REGISTRATIONS:

Pennsylvania (Inst. I or II) teaching certificate with K-12 Visually Impaired endorsement.

Highly qualified status consistent with NCLB and Pa. Chapter 49.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports and professional correspondence. Ability to effectively present information and respond to questions from groups of staff, teachers, parents, and the general public.

MATHEMATICAL SKILLS:  

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:  

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES:  Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on academic standards and individual objectives that meet the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, peers, parents, and community; ability to speak clearly and concisely in written or oral communication. Competent in the use of computer technology.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is frequently walking and standing. The employee may frequently bend or twist at the neck and back while performing the duties of this job.  Specific vision abilities required by this job include peripheral vision and close vision such as reading typewritten material.  The employee may occasionally lift up to 25 pounds such as student equipment and wheelchairs.

WORK ENVIRONMENT: The 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 essential functions.

The noise level in the work environment is usually moderate to loud.  The employee is frequently required to interact with, students, parents, the public, and other professional staff.  The employee is directly responsible for the safety, well-being, and achievement of students. Driving is required. The employee must be able to maintain a vehicle and appropriate licenses to drive.