Special Education Teacher-Autism

Position Type: Teacher-Special Education/ Special Education Teacher-Autism

Date Posted: 4/22/2026

Location: West Jackson Middle School

Position Summary
The Autism Support Teacher provides specialized instruction and support for students with Autism Spectrum Disorder (ASD) across a continuum of needs. This position may serve students in inclusive, co-taught, resource, specialized autism classrooms, or structured/self-contained settings depending on student needs. The teacher is responsible for delivering high-quality instruction aligned to IEPs, supporting academic, communication, behavioral, and adaptive skill development, and collaborating with general education staff, related service providers, and families.

Support Across Levels of Need
Specific level of classroom will be determined based on candidate experience and school need.

Level 0 – Mild Support Needs (Inclusion / Co‑Taught)

Collaborate with general education teachers to provide accommodations and co‑teaching support.

Support students with social skills, transitions, anxiety, and self‑regulation.

Provide consultative or resource services as assigned.

Monitor behavior and provide proactive supports in general education settings.

Level 1 – Mild/Moderate Support Needs (Specialized Autism Class)

Provide instruction in structured classroom environments with predictable routines.

Teach academic content using general curriculum standards.

Provide direct instruction in social skills and emotional regulation.

Support students who may split time between general and special education settings.

Level 2 – Moderate Support Needs (Specialized Autism Class)

Teach in smaller class settings with paraprofessional support.

Implement visual schedules, token systems, and structured behavior supports.

Teach executive functioning, adaptive skills, communication, and targeted academics.

Support students requiring daily assistance with transitions and social behavior.

Level 3 – Significant/Intensive Support Needs (GAA / Structured Autism Program)

Provide highly structured and individualized instruction.

Teach functional academics, daily living skills, communication, and behavior regulation.

Implement comprehensive behavior plans and individualized communication systems.

Support students with intensive needs including sensory regulation, safety concerns, and medical considerations.

Primary Responsibilities

Instruction and IEP Implementation

Develop, implement, and monitor IEPs for students with Autism in alignment with district, state, and federal requirements.

Provide instruction aligned to general education, access, or functional curriculum based on IEP team decisions.

Adapt lessons using accommodations, modifications, visuals, assistive technology, and structured supports.

Collect and analyze data to monitor progress and adjust instruction.

Behavior and Social‑Emotional Support

Implement behavior intervention plans with fidelity.

Use proactive strategies including visuals, reinforcement systems, and structured routines.

Support students in developing self‑regulation and coping strategies.

Maintain safe and supportive learning environments.

Collaboration and Communication

Collaborate with general education teachers, related service providers, paraprofessionals, and administrators.

Communicate regularly with families regarding student progress and needs.

Participate in IEP meetings, problem‑solving teams, and professional learning communities.

Provide guidance and training to paraprofessionals supporting students.

Compliance and Documentation

Maintain accurate records, data collection, and IEP documentation.

Ensure compliance with IDEA, state regulations, and district policies.

Participate in ongoing professional learning related to autism and special education best practices.

Minimum Qualifications

Bachelor's Degree in Special Education or related field

Eligible to hold a GaPSC issued teaching certificate in special education

Preferred Qualifications

Bachelor's Degree or higher in Special Education or related field

Hold a GaPSC issued teaching certificate in Special Education

Experience working with students with Autism across varying levels of need

Training in behavior intervention, AAC, and structured teaching approaches

Working Conditions

Work is performed in a standard in‑person classroom setting

Regularly involves standing, speaking, and interacting with students, parents, and colleagues

May serve students in general education, co‑taught, resource, specialized autism classrooms, or self‑contained settings.

Works closely with paraprofessionals and multidisciplinary teams.

May need to help students with toileting and changing diapers.

May be required to lift students that are in kindergarten to age 22.

May require occasional lifting of materials or equipment

Requires the ability to use classroom technology, including projectors, computers, and learning management systems

Regular work hours are during the school day, with occasional evening or weekend commitments for parent‑teacher conferences, school events, or professional development

Must be adaptable to varying student needs and class sizes

May include additional duties such as sponsoring extracurricular activities or supervising student clubs

Employment Terms

190 Work Calendar

Annual Salary based on degree level and previous years of experience in a similar role

Selection Procedures
Our selection process ensures that we identify the most qualified candidates for our team. Principals will prioritize candidates who meet both the preferred and minimum qualifications for each position and will select individuals for interviews as positions become available.

The Jackson County School System is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, genetic information, or any other legally protected status.

The Jackson County School System is a drug‑free workplace. A background check will be completed upon hire, which may consist of any or all of the following: criminal and employment histories, credit history (as applicable to the position), education credentials, and motor vehicle driving records.

Due to the volume of submissions received by this office, information concerning application or interview status cannot be provided in writing, over the phone, or in person. All applicants who submit a complete application package will be considered but may not necessarily receive notification or an interview. The job posting may be subject to being closed at any time without notice. Only those qualified candidates who are selected for an interview shall receive notification upon the filling of this vacancy.

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