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　　Key/Essential Functions & Responsibilities

　　Supports assigned student as they work to achieve the goals set by the student’s teacher and related services team.

　　Assists in the implementation of student’s individualized IEP at the discretion and direction of supervisors, teacher(s)/instructor(s) and administrators and supports behavior plan as directed by behavior department.

　　Provides support for student inside and outside of the classroom to enable the student to fully participate in school activities.

　　Provides support for the student in daily therapy and/or related service sessions.

　　Supports the student throughout academic instruction/assignments under the supervision of the student’s teacher.

　　Assists therapists with related service sessions, transferring and/or positioning the student throughout the day.

　　Assists the student with self-care (including using the restroom, basic hygiene, feeding, etc.).

　　Follows all appropriate policies and procedures relating to the care and safety of assigned student and the student’s management needs.

　　Ensures that the student and their supplies are kept neat and clean throughout the day.

　　Ensures that the student is fed appropriately throughout the day, and more broadly, maintains student’s safety at all times.

　　Performs all other duties, as assigned.

　　Where applicable, for students with more complex behavioral needs, Paraprofessionals - Behavior Support will perform the following tasks, in addition to the above:

　　Regularly liaises and collaborates with the behavior department to support creation and implementation of the behavior plan.

　　Collects and records data as directed by behavior department to ensure fidelity of the behavior plan.

　　Attends and participates in behavior-specific trainings and meetings as determined by their supervisor and Behavior Specialist.

　　Responds timely and appropriately to challenging and/or self-injurious behavior, ensuring the health and safety of students, self and others.

　　Where applicable, for students with more complex feeding needs, Paraprofessionals – Feeding Support will perform the following tasks, in addition to the above:

　　Regularly liaises and collaborates with the Speech Language Pathologist (SLP) and Feeding Coordinator on the student’s mealtime plan.

　　Understands and follows the Safe Feeding Guidelines put forth by the Speech and Language Department.

　　Implements mealtime plan and feeding strategies put forth by the SLP to support safe feeding of students, including assisting students with proper positioning for mealtimes.

　　Collects and records data related to mealtime plans and to ensure safe feeding, intake, etc., as directed by SLP.

　　Attends and participates in feeding, swallowing and oral motor-related trainings and meetings as determined by their supervisor and Director of Speech and Language and/or Feeding Coordinator. 

　　Provides coverage for other students with complex feeding needs and assists with feeding training for fellow classroom paraprofessionals, as requested.

　　Minimum Qualification Requirements including education, experience, licensure/certification, etc. and essential physical capabilities (e.g. lifting, assisting lifting, standing, etc.)

　　All paraprofessionals must meet the following qualification requirements:

　　High school Diploma/GED or equivalent; and

　　Must be well organized with superior attention to detail and able to manage multiple priorities and deadlines

　　Ability to work with a great degree of independence and focus

　　Proficient in Microsoft Office Programs

　　Paraprofessionals assigned to students with complex behavioral needs are subject to the following additional requirements:

　　Must have at least one (1) year experience working in an ABA environment or in an equivalent role for individuals with intellectual and developmental disabilities (I/DD) including home programs, schools, day treatment centers, etc. and

　　Ability to demonstrate positive behavioral support and to understand and effectively interpret behavior as communication.

　　Paraprofessionals assigned to students with complex feeding needs are subject to the following additional requirements:

　　Must have at least one year of experience feeding children or adults with feeding and/or swallowing issues, using safe feeding protocols, including hospital, nursing home, residential or educational setting; and

　　Ability to demonstrate responsive feeding techniques, follow a mealtime plan, have knowledge of modified diets including liquids.

　　Open to learning new skills in the areas of feeding, swallowing and positioning.

　　Preferred Qualification Requirements (desired requirements beyond MQRs above)

　　For all Paraprofessionals:

　　Associate’s Degree or coursework in education preferred

　　One to three years of relevant healthcare, childcare and/or other school-based experience

　　First Aid CPR AED

　　For Paraprofessionals – Behavior Support:

　　Formal training, including college coursework in psychology, sociology, human behavior, mental health, special education and/or intellectual/developmental disabilities

　　Registered Behavior Technician (RBT) certification

　　All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer.

　　Our Roots:

　　YAI was launched in February of 1957 out of a small school in Brooklyn, New York. Initially staffed by Co-Founders Bert MacLeech and Pearl Maze MacLeech alone, their pilot program served just seven people. According to Bert, from its very beginning YAI has been dedicated to providing innovative services for the I/DD (intellectual and/or developmental disabilities) community. MacLeech envisioned a, “total life adjustment approach, emphasizing personal growth, social responsibility, employment goals, and the development of independence for the individual.” At a time when institutional living was the norm for people with I/DD, this vision was nothing short of revolutionary.

　　YAI Today:

　　Today, YAI has a team of over 4,000 employees and supports over 20,000 people in the I/DD community. This extraordinary growth shows the ongoing need for these important services, and YAI’s success in offering them. YAI supports people with autism, Down syndrome, and Cerebral Palsy, among others. Operating throughout Downstate New York and Northern New Jersey, YAI now offers more than 300 programs for people of all ages.

　　Better Together:

　　At YAI, we are driven by our mission of living, loving, working, and learning. This applies not only to the people we support, but to our staff as well. Commitment and passion for the work continue to unite employees and drive the organization forward. Empowering the people we support to reach their goals remains at the heart of our organization.

　　http://www.yai.org/