The EC Teacher is responsible for providing special education services to students with disabilities, developing and implementing IEPs, and adapting instructional materials. They also monitor student progress and maintain compliance with educational regulations.
Requirements summary
Candidates must have a minimum of a Bachelor's degree in Special Education and be licensed in Special Education/Adapted Curriculum. Experience in teaching students with severe disabilities is also required.
bachelor degreeCommunicationData RecordingRecord KeepingCollaborationBehavior ManagementClassroom ManagementProfessional DevelopmentPersonal Care AssistanceLesson PlanningTechnology UseStudent AssessmentSafety MonitoringSpecial EducationInstructional MethodsAdaptation of MaterialsIndividualized Education Program
Job description
Definition Under general supervision, provides special education services to students identified as disabled in accordance with State and Federal regulations. Work involves developing and implementing the Individualized Education Program (IEP) in classroom settings that are compatible with the student’s age and developmental level. The Exceptional Children (EC) teacher is responsible for developing lesson plans, adapting materials, and designing activities to assist EC students to develop appropriate academic, behavioral, and social skills and meet their IEP goals. The teacher is responsible for monitoring student's progress and for maintaining EC records in compliance with State and Federal guidelines.
Duties and Responsibilities
Responsible for planning, organizing, and presenting instruction in a variety of styles to help students with severe disabilities learn subject matter and skills that will contribute to their educational and social development as well as aid and enhance progress toward individual goals.
Develops and implements an instructional plan which is compatible with the school and system-wide curricular goals and the student's Individual Education Program.
Responsible for developing lesson plans to assist EC students with appropriate academic, behavioral, and social skills in accordance with IEP goals.
Provides direct special education instruction to identified students.
Employs a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials.
Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies; restrains students when necessary; records and reports restrains.
Assists disabled students with their personal and self-help needs, such as eating, toileting, and other essential tasks that the students are not able to perform by themselves.
Communicates with parents regarding their children’s educational progress via periodic written progress reports
Acts as a case coordinator for assigned students; consults with community caregivers, school support professionals, and parents to better understand and meet student needs.
Maintains student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with State and Federal education statutes.
Treats all students in a fair and equitable manner, interacts effectively with students, co-workers, parents, and community.
Follows a plan for professional development and demonstrates evidence of growth.
Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.
Performs other related work as required.
Knowledge, Skills, and Abilities
Demonstrates knowledge of educational and exceptional children laws, rules, regulations, practices, and trends
Demonstrates knowledge of education curricula, instructional methodology, techniques, technology, cognitive development or students, and integration of these to promote student success.
Demonstrates knowledge of traits and characteristics of various severe disabilities.
Ability to gather and record data on student progress toward academic and behavioral goals on the IEP on a timely basis.
Ability to instruct and assess individual students and groups based on the North Carolina Standard Course of Study/Common Core.
Ability to develop and implement the IEP in classroom settings that are compatible with the student’s age and developmental level.
Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment.
Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom.
Ability to operate common office machines.
Ability to maintain accurate records on a timely basis.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitated by work assignments.
Ability to maintain basic files and records.
Ability to understand and follow oral and written instructions.
Ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people, or things.
Ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.
Ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc. using the prescribed format for Special Education services on a timely basis.
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Requires the ability to record and deliver information, explain procedures, to follow oral and written instructions.
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Experience in teaching students with severe disabilities.
Understands the growth and development of assigned students.
Physical Requirements
Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc.
Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.
Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Medium/Heavy Work. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently and/or a negligible amount of force to constantly move objects up to 10 pounds.
Must have the auditory, visual, and physical skills necessary to manage students and classroom in a manner which assures reasonable safety to students under supervision.
Minimum Training and Experience
Minimum Bachelor’s degree in Special Education from a Regionally Accredited College or University.
Must be licensed in Special Education/Adapted Curriculum (88092) or eligible for licensure.
Classification: Exempt
Reports To: Principal
Salary
North Carolina Teacher’s Salary Schedule (www.ncpublicschools.org)
Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.
If offered a position, the prospective employee must pass a required health exam, criminal records check, and drug test.
Market context
North Carolina classroom teacher hiring context
In North Carolina, classroom teacher roles tied to autism support often reflect steady demand in schools and related programs, especially for candidates who can work consistently with children and follow structured support plans. These roles can be competitive because employers look for reliability, transportation, a valid driver’s license, and readiness to complete paid RBT training. Review the AI-summarized requirements and benefits here to save time, then confirm the schedule, setting, and training expectations before applying.
