Positions in this job family are assigned responsibilities involving providing individual and family services to enhance the learning, development, and social-emotional skills of children with developmental delays as well as promote literacy and understanding of early cognitive concepts while monitoring progress toward goals.
The functions within this job family will vary by level, but may include the following:
Determines eligibility and evaluates client needs.
Administers onsite assessments and evaluations to coordinate direct special education early intervention services to improve learning skills.
Provides learning interventions in the natural environment.
Determines appropriate services and interventions for the child/family.
Works with contracted providers; assigns clients, assists with early intervention program development, schedules evaluations and provides general supervision to ensure services are timely and available.
Participates as a member of a multidisciplinary/transdisciplinary team by staffing individual cases and in developing the Individualized Family Service Plan (IFSP) pertaining to Early Intervention/Special Education under the Individuals with Disabilities Education Act (IDEA).
Supervises the work of subordinate staff.
Provides service to children and families in the child’s natural environment or the environment determined most appropriate by the child’s early intervention team.
Assists in initiating and implementing the steps necessary for smooth transition services from the early intervention program.
KNOWLEDGE, SKILLS, & ABILITIES
Knowledge, Skills, and Abilities required at this level include knowledge of early childhood development theories and concepts. Ability is required to vary communication style to fit the situation; to understand, persuade and influence outcomes to ensure clients can achieve development goals; and to analyze and identify solutions to a variety of childhood learning and development issues.
Knowledge, Skills, and Abilities required at this level include those identified in Level I plus the ability to assess/evaluate children’s cognitive, social, emotional, communication, motor and adaptive abilities to develop educational outcomes to enhance school readiness.
Knowledge, Skills, and Abilities required at this level include those identified at level II plus knowledge of developing and teaching the principles of early childhood and early childhood special education by using techniques, materials and curricula through evidence-based special education services; and of the typical and atypical development of children age birth through three. Ability is required to establish and maintain effective working relations with others; to communicate effectively, both orally and in writing; and to exercise initiative and independent judgment.
Knowledge, Skills, and Abilities required at this level include those identified at level III plus knowledge of specific diagnosis/identified condition or suspected diagnosis/identified condition and how this can affect learning and future school success. Ability is required to be a team leader; and to provide program development, technical assistance, and education and program oversight.
The Special Educator job family consists of four levels which are distinguished by the level of the complexity of specific job assignments, the level of education, the extent of responsibility assigned for a specific task, and the level of expertise required for completion of assigned tasks and the responsibility assigned for providing supervision to others.
This is the basic level of this job family where incumbents perform entry-level professional work with team members to develop and implement programs to meet the child’s and family’s education needs and goals; encourages positive parent/child interaction and demonstrates activities that will promote age appropriate play and learning, enhance positive social-emotional skills, literacy knowledge, grasping early cognitive concepts and teaching children and their parents the rules and expectations for school readiness.
This is the career level where incumbents perform all essential functions at the full performance level practicing at a high degree of flexibility, and independently develop and implement programs to meet the child’s and family’s educational needs and goals.
This is the specialist level where the incumbents are assigned advanced level responsibilities involving mentorship, team leadership and/or designated as a lead worker in Special Education.
This is the leadership level where incumbents perform all essential functions of a Special Educator and are responsible for developing, administering, and/or directing programs and providing supervision of staff.
Education and Experience requirements at this level consist of completion of a bachelor’s degree in Special Education, Early Childhood Education, Elementary Education or a related field from an accredited college or university and possession of a valid teaching certificate in Special Education issued by the Oklahoma State Department of Education plus one year of post-baccalaureate special education teaching experience.
Education and Experience requirements at this level consist of those identified in Level I plus one additional year of post-baccalaureate special education teaching experience.
Education and Experience requirements at this level consist of those identified in Level II plus completion of a Master’s degree in Special Education, Early Childhood Education, Elementary Education or a related field from an accredited college or university and possession of a valid teaching certificate in Special Education issued by the Oklahoma State Department of Education.
Education and Experience requirements at this level consist of those identified in Level III, plus one additional year of post-Master’s special education teaching experience.
CLASS: X49A; EST: 3/30/2018; REV: ;
CLASS: X49B; EST: 3/30/2018; REV: ;
CLASS: X49C; EST: 3/30/2018; REV: ;
CLASS: X49D; EST: 3/30/2018; REV: ;