PRIMARY PURPOSE:
The Teacher of the Visually Impaired is responsible for assisting in the development and implementation of Individual Education Programs (IEPs) for identified special education students (from birth through 21 years or graduation) with visual impairments. Travel to the students’ assigned schools to provide direct and/or consultative special education services.

All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, championing the needs of our students and drive continuous improvement.

QUALIFICATIONS:
Required:

• Bachelor’s degree in content and/or related field from an accredited college or university
• Valid Texas teacher certification for teachers of student with visual impairments
• Emergency Certification is acceptable if currently enrolled in a Teacher for the Visually Impaired program at an accredited institution

Preferred:

• Master’s degree in content and/or related field from an accredited college or university
• Successful and effective experience working with students with visual impairments in a school setting

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge of Braille and other learning media and technology, vision assessment instruments and procedures, low vision aids, the impact of various eye conditions on learning.
• Ability to establish and maintain cooperative and effective working relationships with colleagues, other professionals and parents.
• Demonstrate an understanding, patient and respectful and receptive attitude toward special needs students of varied age groups.
• Ability to be flexible and receptive to change

MAJOR RESPONSIBILITIES AND DUTIES:

Assessment and Evaluation:

• Perform functional vision and learning media assessment on new referrals and for three-year re-evaluation.
• Interpret eye reports as they relate to the educational setting.
• Contribute to the development of the IEP/IFSP with goals and objectives, modifications, accommodations and learning styles.
• Consult with diagnosticians, classroom teachers, students and parents concerning appropriate evaluations, modifications and test administration.
• Serve as liaison and resource to other agencies as needed.

Instruction:

• Assist in deterring and procuring classroom equipment and materials necessary for the student with a visual impairment to learn.
• Provide classroom teachers with information regarding the specialized strategies needed to teach the VI student.
• Consult with other instructional staff to provide information to incorporate the expanded core curriculum into the total instructional setting.
• Provide Braille, recorded/enlarged materials, assistive technology and tactual symbols for each identified student.
• Monitors students’ progress in academic subjects and provides instruction in compensatory skills as needed. (Not to include instruction in subject areas once materials and methods have been modified to accommodate for the vision loss).
• Direct instruction in the following areas as needed.

- Braille reading and writing - Low vision devices
- Abacus - Typing/keyboarding
- Adaptive devices - Listening skills
- Visual efficiency -Concept development
- Daily living/self-help skills -Career readiness
- Leisure and recreation skills -Social skills
- Organizational & study skills -Self-advocacy

• In consultation with O & M Specialist, teaches students in techniques that enable them to move about their environment independently.
• Provides VI service in home settings for students birth through three in collaboration with ECI.

Administrative/Support:

• Meets with campus staff regularly to review student progress and plan instructional programs.
• Provides training and support to parents of students with visual impairments to enhance the student’s independence.
• Participate in transition planning for students.
• Maintains current student information and service delivery documentation.
• Provides progress reports as indicated by district policy.
• Registers students with visual impairments with appropriate agencies.
• Prepare paperwork as appropriate and needed and attend ARDs and IFSP meetings on students with visual impairments.
• Provide information concerning recreational and summer programs to parents and student and assist with application forms and procedures.
• Performs other related duties as assigned.

WORKING CONDITIONS:
The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling , reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.