<p>Position Information</p> <p>Posting Number NC00785 Position Title Teacher of the Visually Impaired Division Academic Affairs Division Department Name Sherlock Center, Vision Education and Services Program Position Type Staff - Non Classified Primary Purpose</p> <p>This teacher will be responsible for direct specialized instruction as well as indirect services to students who are blind or visually impaired (ages 3-21) as a member of a trans-disciplinary team in a variety of settings.</p> <p>Essential Duties</p> <ul> <li>Assessment and Evaluation: obtain and interpret for the TEAM, all eye related information, conduct and interpret functional vision and learning media assessments, recommend and collaborate in additional assessments as needed (low vision, physical therapy, occupational therapy, psychological, speech and language, etc). </li><li>Participate in the development and implementation of Individualized Education Plans as a member of the trans-disciplinary TEAM. </li><li>Provide direct, specialized instruction of developmental and compensatory skills as they relate to vision and visual impairment. These may include: Braille reading and writing (pre-Braille, Grade 1 and 2, Nemeth, etc.), concept development, visual efficiency, print adaptations and learning devices, handwriting, typewriting, listening skills, study skills, tactual skills, communication development, motor development, activities of daily living, physical education, leisure and recreation, career education, and transition skills. </li><li>Provide training and consultation to teachers, therapists, and support staff on the impact of vision loss as well as educational accommodations, modifications, and strategies necessary for full access to the general core curriculum and the expanded core curriculum. </li><li>Prepare, obtain, and disseminate specialized materials and books - with an emphasis on developing and communicating timelines with appropriate personnel to ensure that materials are available when needed. </li><li>Be knowledgeable of state regulations and procedures for referrals, assessments, IEP development, and progress reports. </li><li>Consult with students, parents, teachers, counselors, and other school personnel regarding private and public agencies, schools, and resources within the community for students who are blind or visually impaired. </li><li>Participate in developing, coordinating, and/or providing the continuum of related services needed by students who are blind or visually impaired. </li><li>Collaborate with school technology personnel as well as agencies and vendors to assist in the assessment and use of assistive technology. </li><li>Maintain records of student assessments, IEPs, reviews, release forms, etc. following policies regarding confidentiality. </li><li>Maintain records of material and equipment requests, census information, etc. </li><li>Participate in professional development activities. </li></ul> <p>Occasional Duties</p> <p>Other related work as assigned by the RIVESP Program Coordinator and/or the Director of the Paul V. Sherlock Center on Disabilities.</p> <p>Required Skills, Knowledge, and Abilities</p> <ul> <li>Comprehensive and up-to-date knowledge of best practices for children who are blind or visually impaired. </li><li>Must be proficient in Grade II Braille and Nemeth Code. </li><li>Ability to conduct functional vision and learning media assessments of children who are blind or visually impaired. </li><li>Ability to develop, support, and monitor appropriate learning environments for students who are blind or visually impaired. This may include in-service training of school personnel, assisting with the training and monitoring of instructional assistants, and/or directly assisting the student in academic subjects and activities. </li><li>Knowledge of core general curriculum and expanded core curriculum. </li><li>Possession of technical skills in the use of assistive technology, computers, specialized devices, and effective instructional techniques. </li><li>Strong organizational, communication, and report writing skills as necessary in an itinerant model. </li></ul> <p>Required Qualifications</p> <p>Education:</p> <ul> <li>Bachelor's degree in Education of children who are blind or visually impaired. </li></ul> <p>Certifications:</p> <ul> <li>Eligible for Rhode Island Teacher Certification as a Teacher of Children who are blind and visually impaired. </li></ul> <p>Experience:</p> <ul> <li>Experience with children who are blind or visually impaired. </li></ul> <p>Preferred Qualifications</p> <ul> <li>Master's Degree </li></ul> <p>Does this position have Direct Reports? No Environmental Conditions</p> <p>The employee is not exposed to any adverse environmental conditions.</p> <p>Position Details</p> <p>FLSA Exempt Salary Grade Not Applicable Full Time / Part Time Full-time Proposed Starting Salary Range Work Schedule</p> <p>Full-time, calendar year,182 school days to include summer school schedule</p> <p>Benefits</p> <p>Full-time employee benefits include:</p> <p>*</p> <ul> <li>Comprehensive Health Benefits and Rewards for Wellness Incentives </li><li>Generous Paid Time Off </li><li>Family/Parental Leave </li><li>Tuition Waivers at RIC, CCRI & URI </li><li>Retirement Plan </li><li>Long-term Disability Coverage </li><li>Variety of voluntary add-on's </li></ul> <p>For a complete listing, visit:</p> <p>http://www.employeebenefits.ri.gov/benefits/new/index.php</p> <p>Reports To (Title) Executive Director of Paul V Sherlock Center on Disabilities Academic or Calendar Year Position Status Grant-funded End of Temporary or Limited Position Collective Bargaining unit HUT</p> <p>Posting Information</p> <p>Number of Positions Available 1 Application Open Date 09/30/2025 Application Close Date Special Instructions/Information for Applicants AA / ADA Statement</p> <p>As an Affirmative Action/Equal Opportunity institution that values and is committed to inclusion and to expanding the diversity of its faculty and staff, the College invites members of protected classes, including minorities and persons with disabilities, to identify themselves as such at the time of application.</p>