Instructional Aide Interpreter-Deaf/Hard...
Long Beach Unified School District - Long Beach, CA

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Under immediate supervision, reinforce lessons and instruct students individually or in groups using total (simultaneous signing and oral) communication and assist them to reach established educational objectives; perform a variety of instructional and clerical duties designed to free the instructor from routine work related to the implementation of educational programs; perform related duties as assigned.

Examples of Duties:

The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.

• Translate oral or written English through total (simultaneous signing and oral) manual communication to facilitate the instructional program. E
• Use total communication continuously while performing work assignments or on the follow up of learning activities. E
• Assist with the monitoring of classroom, outdoor, playground and field trip activities to direct students into safe activities and relationships. E
• Give guidance and provide examples for student learning in various areas, such as academic learning, vocational skills, social and leisure skills, physical development, vocational skills, social and leisure skills, physical development and fitness, and personal hygiene. E
• Establish and maintain contact with outside agencies for assistance in obtaining hearing aids and glasses. E
• In accordance with established guidelines, assist teachers with individualized instruction by matching instruction to the need of the student. E
• Assist with bus and transportation related tasks, including the accompaniment of students on a bus. E
• Set up and arrange supplies and equipment for student use. E
• Assist teacher in maintaining cordial relationships between home and school and parent involvement activities. E
• Assist children in learning to become self-reliant. E
• Help children learn to relate to individuals and groups who are not handicapped. E
• Help students learn how to sequence tasks. E
• Administer first aid or necessary physical assistance to ill or distressed students, may administer prescribed medication in accordance with established District policy. E
• Assist student in learning patterns of speech by helping them produce sounds, words, and sentences. E
• Inform teacher or specialist of student progress and/or problems. E
• Help children learn to be aware of their personal appearance and how to take care of personal needs, such as operating the auditory training equipment and their hearing aids. E
• Assemble material for classroom projects. E
• Make charts or tapes, and prepare displays. E
• Type material and prepare masters. E
• Operate duplicating equipment. E
• Perform incidental housekeeping tasks, such as arranging objects, putting things away, cleaning tables, chairs and work areas. E
• Assist teachers with classroom activities for students. E
• Assist with lifting students in and out of wheelchairs. E
• Observe and record information about student behavior and other significant data. E
• Perform a variety of routine clerical and record keeping activities, such as filing, taking roll, collecting monies, filling out forms and applications, correcting papers, recording scores, keeping lesson plan booklets, and typing tests, memoranda, forms, worksheets, individual education plans, simple agendas and similar material. E
• Compile lists and reports from available data. E
• Decorate classrooms, resource rooms, libraries, and other student areas. E
• Administer and score tests. E
• Operate audio-visual equipment. E
• Demonstrate use of equipment and teaching aids to students. E
• May make minor adjustments on audiological/hearing aids and/or devices.
• May assist with the training and orientation of other aides.
• May participate in parent-teacher conferences.
• May participate and assist in parent and staff training programs.

Note: At the end of some of the duty statements there is an italicized E which identifies essential duties required of the classification. This is strictly for use in compliance with the Americans with Disabilities Act.

Employment Standards:

Knowledge of:

Sign language or manual communication.
Practical learning patterns and behavior of students.
Basic concepts of child development and of behavior.
Reading, writing and English.
Principle of colors, hues, pigments, and tints.
Classroom management.
English usage, spelling, grammar and punctuation.
Basic math.
Basic record keeping.
First aid.

Ability to:

Translate sign language into visual or oral communication.
Simultaneously translate the spoken word into manual communication using American Sign Language (ASL), finger spelling and/or Signing Exact English (SEE).
Communicate orally and with manual communication within the core curriculum using appropriate vocabulary skills.
Motivate children to participate in learning activities.
Maintain emotional control under difficult situations.
Apply knowledge and practice with judgement.
Maintain a continuing relationship with the same students and staff over a prolonged period.
Recognize hazards to safety.
Learn laws, rules, practices and procedures related to the education program to which assigned.
Perform routine clerical work; such as posting figures, typing, sorting, measuring, cutting, filing, and duplicating.
Learn to operate educational office machines or devices which aid the student or the instructional program.
Present classroom materials.
Work well with children.
Read, write and speak English, while simultaneously communicating effectively in manual or sign language.
Understand and carry out oral and written instructions.
Establish and maintain effective relationships with those contacted in the course of work.
Demonstrate a willingness to work collaboratively as an educational team member.
Administer first aid or necessary physical assistance to ill or distressed students.

Education and Training:

Consistent with the No Child Left Behind Act of 2002 and other related legislation, candidates for this classification must meet the following standards:

The equivalent of graduation from high school and one of the following:

1. Completion of at least two years of study (48 semester units or 60 quarter units) at an institution of higher education; Or

2. Attainment of an Associate of Arts degree or higher degree; Or

3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing reading, writing and mathematics.

Completion of college-level course work in Child Psychology, Early Child Care, or Child Growth and Development is preferred.


Two years of experience using total communication, preferably working with children. Verifiable supervised experience as a volunteer in a school or related organizational activity may be substituted for the work experience on an equal basis.

Any other combination of training and experience that could likely provide the desired skills, knowledge or abilities may be considered, however, experience cannot substitute for the required minimum education.

Special Requirements:

Valid certification issued by the Registry of Interpreters for the Deaf (RID) or equivalent. The following certifications are recognized by the State with a score of level 4.0 or above:

1. National Association of the Deaf (NAD)
2. American Consortium of Certified Interpreters (ACCI)
3. Educational Interpreters Performance Assessment (EIPA)
4. Educational Sign Skills Evaluation (ESSE)

Some positions in this classification may require the use of personal automobile and the possession of a valid California Class C driver's license.

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