Responsibilities:
• Provide consultative services to Alaska school district staff, students, and parents.
• Observe students in educational settings to provide/model evidence-based interventions and
strategies for the development of functional and educational outcomes.
• Individualized educational recommendations through onsite and distance delivery for students
aged three to 21.
• Assisting with the development and implementation of student IEP/instructional programs.
• Provides, in multiple formats (written report, oral reports, audio and video clips, etc.),
individualized educational recommendations for students with disabilities/autism.
• Evaluate student progress on an ongoing basis and recommend intervention strategies.
• Demonstrate/teach specialized strategies and/or provide topical in-services and workshops to
local school personnel, parents, students, peers, and the community.
• Assist districts in procuring/adapting specialized instructional materials.
• Facilitate interagency collaboration.

Minimum Qualifications:
• Master’s degree in special education with suitable experience and training in multiple
disabilities, an emphasis in autism/emotional/behavioral disorders OR Bachelor’s degree in
special education with an emphasis on multiple disabilities and suitable experience in autism.
• Recent experience working with learners with multiple disabilities or autism spectrum disorder.
• Experience with distance education technologies, digital learning, and e-module creation.
• Implementation of knowledge and best practices in the education of students with multiple
disabilities/autism.
• Current knowledge of relevant assistive technology and educational practices in the field of
autism.
• Ability to travel independently in rural/remote Alaska throughout the school year.
• The requirements for an Alaska State Department of Education Special Education Type A
Certificate or a Special Services Type C Certificate have been met.
(Visit https://education.alaska.gov/TeacherCertification for more information)

Additional Preferred Experience:
• Flexibility and willingness to learn new skills.
• Ability to compile data from a variety of sources (e.g., IEP meetings, student observations,
special education teachers, school psychologists, etc.) for the purpose of customizing training
and support.