Exceptional Children Teacher 2026-2027

Stanly County Schools•Badin, NC

About The Position

Performs difficult professional work providing a broad range of teaching services or specific learning program, assisting students to develop skills, attitudes and knowledge needed as a foundation for future learning in accordance with each student's ability, using a variety of teaching and learning methods at various levels to a targeted audience, and related work as apparent or assigned. Work is performed under the limited supervision of the Principal.

Requirements

NC Teaching License in appropriate subject area or have qualifications to obtain a NC teaching license.
The work regularly requires standing and walking around the classroom and school.
It requires the ability to communicate effectively using speech, vision and hearing.
The work requires the use of hands for simple grasping and fine manipulations.
Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Requires the ability to speak and/or signal people to convey or exchange information.
Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc.
Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.
Requires the ability to speak before groups of people with poise, voice control and confidence.
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions.
Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
Requires the ability to inspect items for proper length, width and shape.
Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Requires the ability to handle a variety of items such as office equipment and hand tools.
Must have minimal levels of eye/hand/foot coordination.
Requires the ability to deal with people beyond giving and receiving instructions.
Must be adaptable to performing under stress and when confronted with emergency situations.
Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.)
Must be able to communicate via telephone.

Responsibilities

Develops and implements an instructional plan which is compatible with the school, district-wide curricular goals and the students’ Individual Education Program (“IEP”)
Responsible for the development of Individual Education Programs (IEPs) for students with disabilities.
Responsible for the implementation of IEPs
Responsible for using diagnostic information obtained from tests and other assessment procedures to update IEPs, as needed.
Provides direct special education instruction to identified students
Employs a variety of teaching methods to meet students’ needs
Implementation of the various teaching methods that may require the adaptation or development of materials.
Monitors student behavior and deescalates inappropriate behaviors
Maintains disciple in the classroom
Teaches the students appropriate behavioral strategies.
Restrains students when necessary.
Record and report restrains to Administration.
Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
Communicates with parents regarding their children’s educational progress via periodic written progress reports.
Acts as a case coordinator for assigned students
Consults with community care-givers, school support professionals, and parents to better understand and meet students’ needs.