Classroom Assistant Deaf and Hard of Hearing

DISCLOSURE\: This position requires a written exam for consideration. For internal candidates, please apply through the Employee Portal for consideration.

Job Summary

Assists special education classroom teachers assigned to programs for students with
disabilities, including impaired hearing. Assists teachers of deaf/hard of hearing support in
the implementation of instructional activities in school and community settings.

Essential Functions

• Uses basic American Sign Language, in a non-interpretive manner, to assist students in
the execution and completion of assigned tasks and to facilitate the educational process
for students with impaired hearing.
• Assists students in using instructional materials and equipment.
• Provides verbal and/or written feedback of observations to the teacher for the purpose of
evaluating students’ progress and/or implementing IEP goals and objectives.
• Works with students individually and in groups to reinforce instructional objectives and
implement IEP goals and objectives.
• Records and reports appropriate data regarding academic, behavioral, and/or health
information and services provided to the student using the appropriate service log.
• Attends IEP meetings at the request of the principal, teacher and/or parent.
• Adapts activities, assignments and/or materials as directed by the teacher to allow
students performing at different levels and/or disabilities to participate in the instructional
program.
• Assists the teacher with the preparation and maintenance of instructional materials and
classroom displays.
• Guides and assists students in small group instruction setting with class routines and in
transitioning form one activity to the next.
• Guides students in developing positive, appropriate interpersonal relationships with peers
and adults.
• Supports students with emotional or behavior concerns and assist them in developing
appropriate social skills.
• Assists in the management and shaping of student behavioral techniques and/or positive
reinforcement strategies.
• Monitors and assists students in educational and community settings.
• Assists students with ambulation, positioning, turning, and/or mobility within the school
premises, class trips, and in the community.
• Assists students with the use of mobility and/or weight bearing equipment, such as leg
braces, walkers, standers, and tricycles.
• Assists students in accessing communication devices such as switches, pointers, feeders,
picture boards, and voice output devices, including ensuring that the equipment is hooked
up and functioning properly.
• Assists students with daily living skills, including feeding, grooming and dressing.
• Assists students with all aspects of toileting, which may include lifting on and off the toilet,
diapering and the use of changing tables and mats.
• Assists with student’s tube feeding needs when required as instructed by the teacher
and/or school nurse.

• Administers First Aid and/or CPR whenever needed and/or required.
• Serves as a source of information and help to any substitute teacher assigned in the
absence of the regularly-assigned teacher.

• Knowledge, Skills and Abilities

• Demonstrated knowledge of\:

•  American Sign Language.

o the growth, development and potential educational challenges of students with
impaired hearing and disabilities.
o the Individuals with Disabilities Education Act (IDEA) on a basic level
o the types of educational disabilities and special education programs as outlined in
the Individuals with Disabilities Education Act (IDEA) on a basic level.
• Demonstrated ability to\:
o communicate with students using American Sign Language.
o use and understand American Sign Language on a basic level.
o illustrate an understanding, patient, and receptive attitude towards students of varied
age groups, temperaments and abilities.
o behave and speak in a professional manner at all times.
o maintain a cooperative staff relationship with all personnel in the education setting.
o reading, writing and speaking English.
o operate standard office equipment (e.g. computer, printer, fax machine, copier)
including relevant software applications.
o maintain student confidentiality and handle information and materials with complete
security.
o learn and apply behavior modification or management strategies, techniques and
reinforcement methods.
o learn and utilize teaching aids, assistive technology and/or communication devices
used by students with disabilities.
o maintain accurate, complete and correct service logs for all students.
o move rapidly forward, backward and laterally.
o lift, move and position a student up to age twenty-two who may weigh 150 pounds or
more with the assistance from properly trained personnel and/or a mechanical lift.
o communicate effectively, both orally and in writing.
o understand and follow oral and written instructions.
o establish and maintain effective working relationships.

DISCLOSURE\: This position requires a written exam for consideration. For internal candidates, please apply through the Employee Portal for consideration.

Job Summary

Assists special education classroom teachers assigned to programs for students with
disabilities, including impaired hearing. Assists teachers of deaf/hard of hearing support in
the implementation of instructional activities in school and community settings.

Essential Functions

• Uses basic American Sign Language, in a non-interpretive manner, to assist students in
the execution and completion of assigned tasks and to facilitate the educational process
for students with impaired hearing.
• Assists students in using instructional materials and equipment.
• Provides verbal and/or written feedback of observations to the teacher for the purpose of
evaluating students’ progress and/or implementing IEP goals and objectives.
• Works with students individually and in groups to reinforce instructional objectives and
implement IEP goals and objectives.
• Records and reports appropriate data regarding academic, behavioral, and/or health
information and services provided to the student using the appropriate service log.
• Attends IEP meetings at the request of the principal, teacher and/or parent.
• Adapts activities, assignments and/or materials as directed by the teacher to allow
students performing at different levels and/or disabilities to participate in the instructional
program.
• Assists the teacher with the preparation and maintenance of instructional materials and
classroom displays.
• Guides and assists students in small group instruction setting with class routines and in
transitioning form one activity to the next.
• Guides students in developing positive, appropriate interpersonal relationships with peers
and adults.
• Supports students with emotional or behavior concerns and assist them in developing
appropriate social skills.
• Assists in the management and shaping of student behavioral techniques and/or positive
reinforcement strategies.
• Monitors and assists students in educational and community settings.
• Assists students with ambulation, positioning, turning, and/or mobility within the school
premises, class trips, and in the community.
• Assists students with the use of mobility and/or weight bearing equipment, such as leg
braces, walkers, standers, and tricycles.
• Assists students in accessing communication devices such as switches, pointers, feeders,
picture boards, and voice output devices, including ensuring that the equipment is hooked
up and functioning properly.
• Assists students with daily living skills, including feeding, grooming and dressing.
• Assists students with all aspects of toileting, which may include lifting on and off the toilet,
diapering and the use of changing tables and mats.
• Assists with student’s tube feeding needs when required as instructed by the teacher
and/or school nurse.

• Administers First Aid and/or CPR whenever needed and/or required.
• Serves as a source of information and help to any substitute teacher assigned in the
absence of the regularly-assigned teacher.

• Knowledge, Skills and Abilities

• Demonstrated knowledge of\:

•  American Sign Language.

o the growth, development and potential educational challenges of students with
impaired hearing and disabilities.
o the Individuals with Disabilities Education Act (IDEA) on a basic level
o the types of educational disabilities and special education programs as outlined in
the Individuals with Disabilities Education Act (IDEA) on a basic level.
• Demonstrated ability to\:
o communicate with students using American Sign Language.
o use and understand American Sign Language on a basic level.
o illustrate an understanding, patient, and receptive attitude towards students of varied
age groups, temperaments and abilities.
o behave and speak in a professional manner at all times.
o maintain a cooperative staff relationship with all personnel in the education setting.
o reading, writing and speaking English.
o operate standard office equipment (e.g. computer, printer, fax machine, copier)
including relevant software applications.
o maintain student confidentiality and handle information and materials with complete
security.
o learn and apply behavior modification or management strategies, techniques and
reinforcement methods.
o learn and utilize teaching aids, assistive technology and/or communication devices
used by students with disabilities.
o maintain accurate, complete and correct service logs for all students.
o move rapidly forward, backward and laterally.
o lift, move and position a student up to age twenty-two who may weigh 150 pounds or
more with the assistance from properly trained personnel and/or a mechanical lift.
o communicate effectively, both orally and in writing.
o understand and follow oral and written instructions.
o establish and maintain effective working relationships.

Minimum Acceptable Training and Experience
• High School Diploma or GED.
• Pass the No Child Left Behind (NCLB) Highly Qualified test.
• Two years of full-time, paid experience working with school-age children or adults with disabilities, which include impaired hearing requiring the use of American Sign Language, or three years of volunteer experience working with school-age children or adults with disabilities, which include impaired hearing requiring the use of American Sign Language in an institutional, educational, or childcare setting.

OR
• Associate’s degree from an accredited college or university.
• One year of full-time, paid experience working with school-age children with school-age
children or adults with disabilities, which include impaired hearing requiring the use of
American Sign Language, or two years of volunteer experience working with school-age
children or adults with disabilities, which include impaired hearing requiring the use of
American Sign Language in an institutional, educational, or childcare setting.
OR
• Completion of 60 credit hours as a matriculated students at an accredited college or
university.
• One year of full-time, paid experience working with school-age children or adults with
disabilities which include impaired hearing requiring the use of American Sign Language,
or two years of volunteer experience working with school-age children or adults with
disabilities which include impaired hearing requiring the use of American Sign Language
in an institutional, educational or childcare setting.
OR
• High School Diploma or GED.
• Possession of the Credential of Competency for Special Education Paraprofessionals
issued by the Pennsylvania Department of Education.
• One year of full-time, paid experience working with school-age children with disabilities
which include impaired hearing, two years of volunteer experience working with schoolage
children with disabilities which include impaired hearing requiring the use of
American Sign Language in an institutional, educational or childcare setting.
Note\: Experience using American Sign Language to communicate with a member of the
household with impaired hearing may be substitutes for the one year of experience.
Certificates//Licenses
• Possession of valid certificates documenting the completion of approved courses in First
Aid and Cardiopulmonary Resuscitation (CPR) upon appointment and during tenure of
appointment.
Physical Demands
• Involves climbing, balancing, stooping, kneeling, crouching, talking and hearing, reaching,
handling and fingering.

Minimum Acceptable Training and Experience
• High School Diploma or GED.
• Pass the No Child Left Behind (NCLB) Highly Qualified test.
• Two years of full-time, paid experience working with school-age children or adults with disabilities, which include impaired hearing requiring the use of American Sign Language, or three years of volunteer experience working with school-age children or adults with disabilities, which include impaired hearing requiring the use of American Sign Language in an institutional, educational, or childcare setting.

OR
• Associate’s degree from an accredited college or university.
• One year of full-time, paid experience working with school-age children with school-age
children or adults with disabilities, which include impaired hearing requiring the use of
American Sign Language, or two years of volunteer experience working with school-age
children or adults with disabilities, which include impaired hearing requiring the use of
American Sign Language in an institutional, educational, or childcare setting.
OR
• Completion of 60 credit hours as a matriculated students at an accredited college or
university.
• One year of full-time, paid experience working with school-age children or adults with
disabilities which include impaired hearing requiring the use of American Sign Language,
or two years of volunteer experience working with school-age children or adults with
disabilities which include impaired hearing requiring the use of American Sign Language
in an institutional, educational or childcare setting.
OR
• High School Diploma or GED.
• Possession of the Credential of Competency for Special Education Paraprofessionals
issued by the Pennsylvania Department of Education.
• One year of full-time, paid experience working with school-age children with disabilities
which include impaired hearing, two years of volunteer experience working with schoolage
children with disabilities which include impaired hearing requiring the use of
American Sign Language in an institutional, educational or childcare setting.
Note\: Experience using American Sign Language to communicate with a member of the
household with impaired hearing may be substitutes for the one year of experience.
Certificates//Licenses
• Possession of valid certificates documenting the completion of approved courses in First
Aid and Cardiopulmonary Resuscitation (CPR) upon appointment and during tenure of
appointment.
Physical Demands
• Involves climbing, balancing, stooping, kneeling, crouching, talking and hearing, reaching,
handling and fingering.