Project Search 18+ Special Education Aide

Special Education Aide  18+ Transition Program

Greenville Independent School District
Department: Special Education
Work Schedule: 187 Days
Wage and Hour Status: Non-Exempt
Reports to: Campus Principal

Position Overview

Greenville ISD is seeking a compassionate, dependable, and student-centered Special Education Aide to support students ages 18 and older participating in the district's special education transition program. This position assists teachers in providing individualized instruction and support focused on independent living, employment readiness, community participation, and the development of functional life skills.

The Special Education Aide works collaboratively with teachers, related service providers, and community partners to help students develop the skills, confidence, and independence needed for successful transitions into adult life.

Primary Purpose

Assist teachers in implementing Individualized Education Programs (IEPs) and transition services for students ages 18 and older with disabilities. Provide instructional, behavioral, personal care, vocational, and community-based support that promotes independence, self-advocacy, employment readiness, and meaningful participation in adult life in accordance with applicable Texas Education Agency requirements and the Individuals with Disabilities Education Act.

Qualifications

Education and Certification

• High school diploma or GED required
• Ability to obtain a Texas Educational Aide Certificate with district assistance
• Successful completion of the ParaSkills Course through STEDI.org within 10 days of employment
• Greenville ISD will purchase the required STEDI ParaSkills Course
• Additional training in special education, transition services, vocational education, or related areas preferred

Special Knowledge and Skills

• Ability to work effectively with students ages 18 and older with diverse learning, behavioral, physical, and developmental needs
• Knowledge of functional life skills, independent living, and vocational readiness strategies preferred
• Ability to reinforce instructional activities and transition goals under teacher direction
• Ability to support students in community-based and vocational learning environments
• Knowledge of positive behavior support strategies preferred
• Ability to assist students with personal care, mobility, and daily living activities as needed
• Ability to encourage student independence, self-determination, and appropriate social interactions
• Strong communication, organizational, teamwork, and interpersonal skills
• Ability to maintain confidentiality, professionalism, patience, and appropriate boundaries
• Ability to follow safety procedures and respond appropriately to student needs

Experience

• Experience working with individuals with disabilities preferred
• Experience supporting young adults in educational, vocational, community, or independent living settings preferred
• Experience in a special education environment preferred

Major Responsibilities and Duties

Instructional and Transition Support

• Assist teachers with implementing IEP goals, accommodations, modifications, and transition services.
• Provide individual and small-group instructional support focused on functional academics, daily living skills, and vocational readiness.
• Reinforce skills related to communication, decision-making, problem-solving, self-advocacy, and independence.
• Support instruction in money management, time management, personal organization, transportation awareness, and other practical life skills.
• Assist students in developing appropriate workplace behaviors, social skills, and interpersonal communication.
• Encourage students to complete tasks independently while providing appropriate levels of assistance.
• Collect and document student progress data as directed by the teacher.

Vocational and Employment Readiness

• Support students in developing job readiness, employability, and workplace skills.
• Assist with vocational training activities, simulated work experiences, and supervised work-based learning opportunities.
• Reinforce workplace expectations, including punctuality, attendance, task completion, communication, and professional behavior.
• Support students in learning to follow directions, use workplace equipment appropriately, and complete assigned tasks.
• Collaborate with teachers and designated staff to monitor student progress toward vocational and transition goals.
• Encourage independence and confidence in employment-related activities.

Community-Based Instruction and Independent Living

• Assist with community-based instruction designed to develop practical skills for adult living.
• Support students during supervised community outings, vocational experiences, and other transition-related activities.
• Reinforce appropriate communication, decision-making, safety awareness, and social behavior in community settings.
• Assist students in practicing independent living skills, including shopping, budgeting, meal preparation, personal care, and community navigation.
• Support students in learning to access community resources and services.
• Promote student independence while maintaining appropriate supervision and safety.

Behavioral, Personal Care, and Safety Support

• Implement behavior intervention plans and positive behavior support strategies as directed.
• Monitor students during classroom instruction, vocational activities, community outings, and transitions.
• Assist students with mobility, hygiene, feeding, and other personal care needs when required by their IEPs.
• Support students in developing appropriate personal responsibility, self-management, and daily living routines.
• Assist with maintaining a safe, respectful, and structured learning environment.
• Follow district procedures for student safety, emergency response, and incident reporting.
• Maintain student dignity, privacy, and respect during all instructional and personal care activities.

Classroom and Program Support

• Prepare instructional materials, vocational supplies, adaptive equipment, and resources for transition activities.
• Assist with organizing and maintaining instructional and vocational learning environments.
• Support teachers with scheduling, documentation, and preparation for community-based activities.
• Assist with data collection related to IEP goals, transition services, and student progress.
• Collaborate with teachers, related service providers, and other staff to support individual student needs.
• Provide instructional and classroom support to substitute teachers as directed.

Professional Responsibilities

• Participate in required district training, professional development, and special education activities.
• Maintain required educational aide certification and complete district-supported STEDI ParaSkills training.
• Demonstrate professionalism, dependability, patience, and respect for students transitioning into adulthood.
• Maintain confidentiality of student and district information.
• Work cooperatively with teachers, administrators, related service providers, families, and community partners.
• Follow district policies, campus procedures, safety protocols, and emergency procedures.
• Support Special Education Department and district goals and initiatives.
• Perform other duties as assigned by campus administration.

Supervisory Responsibilities

• Supervise students during assigned instructional, vocational, and community-based activities under the direction of certified staff.
• No supervisory responsibility for district employees.

Working Conditions

Physical Demands

• Frequent standing, walking, bending, reaching, kneeling, and movement throughout instructional and community environments.
• May assist students with mobility, positioning, personal care, and daily living activities.
• Occasional lifting, carrying, setting up, and moving instructional materials, vocational equipment, and supplies.
• Ability to accompany students during community-based instruction and vocational activities.

Environmental Factors

• Work may occur in classrooms, vocational training areas, community businesses, public facilities, and other instructional environments.
• Frequent interaction with students, employees, families, community members, and vocational partners.
• May accompany students on supervised community outings and work-based learning activities.
• Exposure to varying environmental conditions may occur during community-based instruction.

Mental Demands

• Ability to respond appropriately to varying student needs, behavioral situations, and instructional activities.
• Ability to maintain patience, emotional control, and sound judgment while supporting students with diverse abilities.
• Ability to promote student independence while maintaining appropriate safety and supervision.
• Maintain confidentiality, professionalism, and effective communication in educational and community environments.

Why Work for Greenville ISD

• Make a meaningful difference in the lives of young adults with disabilities as they prepare for life beyond high school.
• Help students develop essential skills for employment, independent living, and community participation.
• Support students in building confidence, self-advocacy, and greater independence.
• Work alongside a collaborative Special Education team committed to preparing students for successful transitions into adulthood.
• Participate in meaningful, hands-on learning experiences that connect classroom instruction to real-world opportunities.
• Receive district-supported training and certification assistance while developing valuable professional skills.
• Join a district that values inclusion, teamwork, student growth, and the contributions of every employee.
• Be part of Greenville ISD's commitment to Connecting People. Enhancing Education. Setting the Standard.rd.