As a Special Education Teacher / Therapist my primary priority is to work in partnership with administration, parents, students, and other professionals to promote student achievement, implement a Behavior Intervention Plan (BIP) and teach socially appropriate life skills for possible mainstreaming into the regular school population and /or become productive citizens as young adults.

  • Student Population: Students with Autism encompassing the Spectrum Disorder ranging from 5 years to 21 years old.
  • 9 month teaching position + Summer School.
  • Working Hours: 8:30AM – 4PM, Monday through Friday.
  • Teaching Responsibilities: 5 classes per day.
  • Must have a positive attitude and be extremely flexibility.



  • Collaborate with Giant Steps Therapists Including Speech Therapist, Occupational Therapist, Music Therapist, Social Worker, Students’ Assistant to ensure student progresses academically, behaviorally, and socially.
  • Administer academic testing in September and May.
  • Interpret results to determine students’ strengths and areas of need.
  • Prepare and Develop MAP-A activities for student portfolios.
  • Administer/Implement MAP-A activities from January thru March.
  • Complete MAP-A with individual written report consisting of about 26 pages per student.
  • Administer MAP Testing.
  • Document anecdotal data related to academics and behavior.
  • Design behavior Intervention plan to meet student needs.
  • Complete student progress reports 4 times a year
  • Collect Data and appropriate work samples in order to meet the students’ needs successfully.


As a Special Education Teacher I use various techniques to promote learning. Depending on the student’s strengths and weaknesses, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. It is very important to be pro-active in implementing sensory needs prior to academic time, which will assist the student’s to be focused, attentive and ready to learn.

  • Discuss sensory activities with assist prior to coming to academic class.
  • Develop and implement academic instruction: Plan and conduct activities for a balanced program which encompasses a multi-sensory approach.
  • Employ special education strategies and techniques during instruction to improve the development of sensory and perceptual-motor skills, language, cognition, and memory.
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  • Establish rules for behavior that are visible and discussed daily or weekly depending upon the student.
  • Implement social stories that help extinguish inappropriate behaviors.
  • Develop individual reward programs that focus in on academic and / or behavior concerns.
  • Develop and implement Student Group Instruction with Asperger’s Syndrome in the areas of Reading, Math, Science, and Social Skill
  • Plan and supervise class projects, field trips, visits by guest for academic class, or other experiential activities, and guide students in learning from those activities.
  • Use computers, visual aids, and other equipment to supplement presentations.
  • My goal is to prepare the Asperger population students for later grades by encouraging and preparing them to explore appropriate behavior techniques and explore learning opportunities and to persevere with challenging tasks.
  • Develop and implement Individual One to One instruction
  • Instruct students in daily living skills required for independent living and self-sufficiency, such as hygiene, safety, food preparation and functional activities to be productive citizens as adults.
  • Provide additional instruction in vocational area.
  • Establish clear objectives for all lessons, units, and projects, and communicate the objectives thru a multisensory approach that best meets the students learning style or needs.
  • Prepare, administer, and grade test and assignments to evaluate students’ progress
  • Developed activities for each student that the teacher assistants would use to reinforce academic skills, behavior related activities, during AI (Academic Intervention) at Giant Steps or during inclusion at the regular home school.
  • Monitor teacher assistants to ensure student success.
  • Maintain IEP’s, Quarterly Reports, and Report Cards.


  • Develop and Implement IEP’s with measurable goals using Data for monitoring student progress.
  • Collect and Report Progress Data for all student goals.
  • Attend IEP’s and contribute appropriate anecdotal records and progress.
  • Make data driven instructional decisions to improve student outcomes academically or behaviorally.
  • Meet with other professional therapists to discuss individual students’ needs and progress.
  • Participate in afterschool meetings, case reviews and In-services in technology related to student augmentative devices or other technology used in my academic class.
  • Attend professional meeting, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Attend staff meetings, and serve on committees as required.
  • Provide help with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
  • Communicate with inclusion teachers to ensure student success in the mainstream ad environment.
  • Meet with and /or communicate with parents and guardian on a regular basis.
  • Attend Parent Conferences to discuss behavior and academic progress.

Giant Steps is accepting applications for the position of Summer Camp Counselor.

Qualifications: Minimum of a High School Diploma. Preference given to counselors experienced in working with children or with college coursework in Special Education or Speech, Occupational or Music Therapy.

Job Description

Giant Steps Camp Counselor provides one–to–one support to a camper with Autism Spectrum Disorder
– Assists the camper to attend all activities on schedule
– Provides support to help the camper participate and complete activities
– Offers alternative activities as needed
– Encourages social interaction and communication with other campers and counselors
– Supervises the camper at all times to maintain safety

Giant Steps Camp Counselor supervises the camper to maintain safety while accessing community experiences
– Assists the camper on and off the bus
– Provides constant 1-1 supervision in the community
– Encourages interaction and independence as possible
– Engages the camper in social communication with others
– CELL PHONE USE is prohibited other than an emergency

Giant Steps Camp Counselor assists the camper with self-help skills as needed, while encouraging camper to complete tasks independently
– Dressing/undressing
– Toileting
– Eating snacks and lunch

Giant Steps Camp Counselor helps maintain camp organization
– Arrives and departs on time to work and bus
– Completes set up and clean up assignments
– Checks daily schedule to be prepared for student on arrival
– Interacts briefly with parent daily
– Completes daily written log sheet for parents
– Helps camper access therapy schedule
– Follows direction of camp leaders and director
– Supervises camper at all times
– Seeks assistance from camp leaders as needed
– Reports incidents to camp director and camp leaders
– Has fun and enjoys camp and your camper!

Download Camp Counselor application

Submit completed application to Giant Steps Director Betty Berger by email
or fax 314-932-1053.

Social Skills

All Giant Steps students participate in social skills classes with small groups of peers, usually 2 to 4 children per session.

The Social Skills class was created with the primary goal to teach students how to learn skills such as; how to sit at a table with others, engage in an activity, take a turn, wait for others to play, and learn how to win and lose. When you walk into this class you will see a wide variety of games to entice every child, at every level and ability.

We have seen our children develop, and the teachers help the students learn how to appropriately interact with peers, as well as how to be cooperative in group settings.

Students may be building a pretend zoo, working intently in a social skills workbook, practicing imitation skills, or learning how to have conversations with friends. Others are building with Legos, or matching their faces to different emotions.

These activities allow the children to learn important social skills while experiencing a fun classroom environment.