Special Education Teacher (Adapted Curriculum)

Bedford County Public Schools•Forest, VA

23h•Onsite

About The Position

The Special Education Teacher – Adaptive Curriculum provides specially designed instruction to students with significant cognitive disabilities who access the Virginia Essential Standards of Learning (VESOL). This position is responsible for developing and implementing Individualized Education Programs (IEPs), delivering functional and academic instruction aligned with state standards, and supporting students in acquiring the skills necessary for independence, communication, social interaction, and postsecondary outcomes.

Requirements

A valid Virginia teaching license in the area of teaching responsibility
Successful student teaching or teaching experience is required.
Must be able to provide satisfactory references of teaching performance
Must have completed appropriate testing requirements.
Must possess and maintain a valid state driver’s license with an acceptable driving history.

Nice To Haves

Such alternatives to the above qualifications as the School Board or Superintendent may find appropriate and acceptable.

Responsibilities

Provide specially designed instruction (SDI) aligned to the Virginia Essential Learning Standards of Learning (VESOL) and adapt content, methodology, and delivery of instruction to meet individualized student needs.
Deliver instruction in functional academics (reading, math, communication); daily living skills; social-emotional and behavioral skills; and community-based and vocational skills (as appropriate).
Utilize evidence-based instructional practices, including task analysis, systematic instruction, and data-driven decision-making.
Incorporate assistive technology and augmentative communication systems as needed.
Develop, implement, and monitor Individualized Education Programs (IEPs) in compliance with the Individuals with Disabilities Education Act (IDEA) and Virginia Department of Education regulations.
Collaborate with general education teachers to support inclusive practices and access to grade-level content when appropriate.
Work closely with related service providers (speech-language pathologists, occupational therapists, etc.) to support students.
Provide a structured, safe, and supportive learning environment for all students and use proactive strategies to support students by implementing behavior supports and individualized behavior plans as needed.
Maintain ongoing progress-monitoring data for students’ academic, functional, and behavioral goals to demonstrate progress.
Administer and support participation in the alternative state assessments aligned with the VESOLs as appropriate for each student.
Support the development of transition plans (for students 14 and older) and provide instruction in independent living, employment, and community participation skills.
Perform related work as required.