To whom it may concern:
Throughout my teaching experience, I have worked with children and young adults diagnosed with autism and cognitive delays. I have worked with children between the ages of 3 years of age and 22 years of age. Their smiles and excitement towards learning or being able to master a task are priceless. I would love to become a part of your team and use my skills and abilities to positively impact your school. I strongly believe that respect and honesty are the values that best describe me. I always had a passion for teaching and working with preschool-age children.
I worked as a comprehensive prenatal care service care program translator for Health Care for Women where I learned to establish a connection parent facing a challenging diagnosis for their unborn child. I became knowledgeable about different diagnosis and future needs for their children and families.
During the years I worked at Vineland Preschool I had the opportunity to work with children diagnosed with mild to moderate and moderate to severe autism and cognitive delays. I became instructed in proper ways to teach PECS and use Voice output devices to aid children in communicating their needs. I also collaborated with the teacher in data collection and the implementation of behavior plans.
I worked at SCOE in their SH Special Education Program. I am a certified Spanish translator for IEPs for our Spanish speaking families. Our students vary in skills and abilities. I have learned to incorporate and appropriately introduce new routines to students. I am constantly learning through our staff developments in new ways to teach students according to their individual needs. I have over 5 years of experience in the Special Education system as a paraprofessional.
I recently completed the ECSE credential program at Sacramento State University with a bilingual authorization in Spanish. I have a preliminary credential in ECSE.
I have worked as a preschool special education teacher for the Elk Grove Unified School district for 2 years now.
I strongly believe that an educator never stops learning. I look forward to enhancing my skills through this new teaching opportunity.
BASIC FUNCTION: Under the direction of a site administrator or the Director-Special Education & SELPA, provide instruction, assessment, and program planning for special education students with a primary disability of autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance; monitor and evaluate student progress and behavior; research, obtain and provide instructional materials for special education services; serve as an informational resource for students, parents, District personnel and community organizations; work within a pull-out Learning Center environment or within a self-contained classroom.
ESSENTIAL FUNCTIONS: Provide instruction, assessment and program planning for special education students with a primary disability of autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance; participate in preparing Individual Education Plan goals and objectives for eligible students; suggest alternate resources, programs or interventions for ineligible students. Monitor and evaluate progress and behavior of eligible special education students; oversee short-term student instruction for ineligible students; prepare report card grades as appropriate. Research, obtain, and provide instructional materials for special education services. Serve as an informational resource for students, parents, district personnel, and community organizations; respond to inquiries and provide information, recommendations, and interpretation of student records. Receive and respond to referrals from faculty, psychologists, parents, administrators, physicians, and other personnel; provide screening and academic assessment for special education students referred by the Student Study Team and other referring groups; interpret assessment results for team members; write behavior support plans. Prepare and maintain a variety of records and reports related to assigned activities and student progress and behavior; retrieve official records for parents and District personnel as requested. Coordinate and conduct various team meetings and implement team recommendations as assigned. Train and provide work direction and guidance to assigned personnel; organize and conduct in-services for parents or staff as directed. Operate a variety of office and classroom equipment including a computer and assigned software. Monitor Department expenditures as appropriate. Perform related duties as assigned.
DEMONSTRATED KNOWLEDGE AND ABILITIES: KNOWLEDGE OF Practices and procedures of instruction, assessment, and program planning for special education students with a primary disability of autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance. Basic subjects taught in District schools including mathematics, reading, writing, language arts, and spelling. Correct English usage, grammar, spelling, punctuation, and vocabulary. Child guidance principles and practices related to children with special education needs. Classroom procedures and appropriate student conduct. Problems and concerns of students with special needs. Applicable laws, codes, regulations, policies, and procedures. Research methods. Oral and written communication skills. Interpersonal skills using tact, patience, and courtesy. Record-keeping and report preparation techniques. Operation of standard office and classroom equipment including a computer and assigned software.
Preliminary ECSE credential with a bilingual Spanish Authorization.
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