A Lesser Restrictive Environment Aide (LRE Aide) is assigned to a particular building under the direction of a building team composed of regular and special education professional staff and the building administrator. The team is responsible for identifying specific job tasks to be performed by each LRE Aide in relation to assigned special education students. Supervision is provided cooperatively by the general education and special education teachers. The primary function of the LRE Aide is to assist students with disabilities in the regular education environment in the absence of the special education teacher. (LRE Aides must work their full employment assisting special education students and cannot be assigned to general education duties and be split funded.)
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.
• Provides assistance to any eligible student with a disability when the individual educational planning team (IEPT) determines that additional assistance is necessary to support the student in a lesser restrictive general education classroom or community-based setting.
• Implements accommodations and modifications related to classroom activities based on needs identified in the student’s IEP.
• Promotes social acceptance and interaction with general education peers.
• Promotes student independence in learning activities, completing classroom assignments and interacting with peers.
• Assists general and special education teachers in implementing daily lessons.
• Assists in implementing behavior intervention strategies.
• Maintains a log of specific support, as described in the student’s IEP, which is provided while not under the direct supervision of a special education teacher.
• Must meet No Child Left Behind requirements for para-professionals (specifically an associate’s (or higher) degree; OR 60 college credits; OR achieve passing scores on an equivalent state-approved assessment demonstrating knowledge of and ability to assist in instructing reading, writing, and mathematics).
• Basic reading, writing, and communications skills as acquired through a high school diploma or its equivalent.
• Demonstrated proficiency in a teaching/tutoring capacity.
• Evidence of successful experience in student and parent relations.