Deaf and Hard-of-Hearing Assistant - District-wide

JOB SUMMARY: Serve as an integral member of the educational team to support students with special needs, particularly those facing barriers related to language, communication, or access. Collaborate with special education and general education staff to ensure equitable access to instruction, social interaction, and the overall school experience. Implement instructional strategies tailored to individual learning needs using communication approaches appropriate for each student. Provide in-class, small-group, or one-on-one assistance to foster academic success and social inclusion. Promote inclusive participation across academic and social settings for students with moderate to severe needs.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required


• High School Equivalency (HSE) diploma


• One (1) year of professional work experience with special needs children in a paid program or licensed special education teaching


• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.


• Basic knowledge of Microsoft Office


• Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment


• Basic organizational skills


• Intermediate sign language skills


• Intermediate critical thinking and problem-solving skills


• Intermediate verbal and written communication skills


• Intermediate interpersonal relations skills


• Ability to work alone and collaboratively with others


• Ability to implement behavior modification techniques


• Ability to work one-on-one and in small groups with students


• Ability to stay abreast of strategies for students with ASD and special education curriculum


• Ability to maintain confidentiality in all aspects of the job

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Light work strength level (lifting or carrying up to 25 pounds)


• Primarily works indoors


• Typically a moderate noise level


• Work location is subject to change to meet the requirements of the organization


• Prolonged standing and walking


• Speaking and hearing


• Frequent bending and reaching


• Occasional lifting, pulling, and pushing


• Squatting


• Overhead work


• Eye/hand coordination


• Visual concentration


• May work outdoors when monitoring student activities


• May be required to perform physical restraint


• Normal school district environment

DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Associate’s degree


• Experience working in the public sector


• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds


• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement


• Experience working in a school district or educational setting


• Experience with implementing research-based methodologies (e.g. Applied Behavior Analysis [ABA], Treatment and Education of Autistic and related Communication Handicapped Children [TEACCH], Positive Behavior Intervention Supports [PBIS], etc.)


• Ability to work in a transdisciplinary model