Special Education Teachers
About The Position
ACES is seeking special education teachers who are looking to do meaningful, team-based work with Pre-K through grade 1 students in our autism programs at the ACES Perry Hill NEST within Perry Hill School in Shelton, CT. This is not a traditional classroom role. Our Perry Hill NEST (Nurturing Early Support and Transition) program is built around early, intensive intervention and a shared commitment to getting it right for students at a critical point in their development. The work is thoughtfully structured and highly individualized. Collaboration and implementation occur through a team-based approach that includes the special education teacher, BCBA, and speech-language pathologist. ACES Perry Hill NEST is a regional, ABA-based program designed for students with autism and related disabilities. The focus is on building communication, social, and learning readiness skills through instruction embedded in everyday classroom routines. The goal is to help students develop the foundational skills they need to successfully transition into Pre-K, Kindergarten, and early elementary settings. This is a language-rich, highly supported environment where instruction is intentional and consistent across the entire team. We are also continuing to grow the program, with expansion into first grade beginning in ESY 2026. Classrooms are co-led by a Special Education Teacher and a BCBA, with shared responsibility for IEP development, programming, and instructional decision-making. The special education teacher serves as a key instructional leader in the classroom, providing guidance, direction, and ongoing support to multiple Behavior Technicians implementing student programming. Each student is supported by a dedicated Behavior Technologist, allowing for a high level of individualized instruction. Class sizes are intentionally small, with morning, afternoon, and full-day programming options. Instruction targets academic, social, behavioral, and adaptive skills, with a strong focus on functional independence. The work is supported by a transdisciplinary team, including speech-language pathologists, occupational therapists, and physical therapists.
Requirements
- CT Special Education Certification (065, 165, or 265) required
- Candidates currently enrolled in a certification program and eligible for a DSAP will be considered
- Valid Connecticut Certification in Special Education and/or other related area
Nice To Haves
- Experience working with students with complex learning and behavioral needs, including autism
- Experience managing multiple staff working together in a classroom setting
- Understanding how to adapt curriculum, differentiate instruction, and create structured, predictable learning environments
- Ability to build strong, respectful relationships with students, families, and team members
- Comfort providing clear direction and feedback to support staff within a collaborative model
- Mindset of continuous learning and reflection to their practice
Responsibilities
- IEP development, programming, and instructional decision-making
- Serving as a key instructional leader in the classroom
- Providing guidance, direction, and ongoing support to multiple Behavior Technicians implementing student programming
- Instruction targeting academic, social, behavioral, and adaptive skills, with a strong focus on functional independence
Benefits
- Participation in the Connecticut Teachers’ Retirement System
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What This Job Offers
Job Type
Full-time
Career Level
Entry Level
