Educational Support Personnel (ESP) Transition Special Education Program for 18 to 22-year-olds

Educational Support Personnel (ESP)

Transition Special Education Program for 18 to 22-year-olds

Position Summary

The Educational Support Personnel provides individualized support to students ages 1822 participating in a transition-focused special education program. The ESP works as a member of the educational team to support students in developing the academic vocational social communication and independent living skills necessary for successful transition to adulthood.

The ESP supports students in both school and community-based settings and assists with the implementation of individualized education programs (IEPs) transition goals and instructional activities. The position requires a commitment to promoting student independence dignity self-advocacy and meaningful participation in school work and community environments.

Essential Responsibilities

• Provide individualized and small-group support to students based on their educational vocational behavioral communication and daily living needs.
• Assist teachers and related service providers in implementing students IEP goals accommodations modifications and instructional strategies.
• Support instruction in functional academics vocational skills independent living community access and transition-related skills.
• Teach and reinforce daily living skills including personal care hygiene meal preparation household tasks organization time management money management and safety.
• Support students in developing vocational and employment skills including following directions completing tasks communicating with supervisors and coworkers maintaining a work routine and demonstrating appropriate workplace behaviors.
• Assist students during school- and community-based vocational experiences internships job training and other transition activities.
• Promote independence by using appropriate prompting modeling visual supports and systematic fading of adult assistance.
• Support students in developing communication social self-advocacy problem-solving and decision-making skills.
• Collect and document data related to student progress independence vocational performance and IEP goals as directed by the special education teacher.
• Communicate regularly with the special education teacher and other members of the students educational team regarding student progress needs and concerns.
• Collaborate with teachers related service providers families employers and community partners as appropriate.

Qualifications

• Experience working with adolescents or young adults with disabilities preferred.
• Experience supporting individuals with developmental disabilities autism intellectual disabilities or complex learning needs preferred.
• Ability to work effectively as part of a collaborative educational team.
• Ability to support students in classroom vocational community and employment settings.
• Strong interpersonal communication organizational and problem-solving skills.
• Ability to maintain confidentiality and demonstrate professionalism.
• Ability to provide appropriate physical assistance and support with daily living activities when required.