EDUC 101, Introduction to Education EDUC 205, Promoting Learning in a Diverse Society EDUC 210 ... Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes ...
EDUC 101, Introduction to Education EDUC 205, Promoting Learning in a Diverse Society EDUC 210 ... Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes ...
Nonverbal Learning Disability information
What is the best job for someone with a learning disability?
Nonverbal Learning Disability can affect social skills and spatial reasoning, so jobs that involve structured tasks, minimal social interaction, and clear routines are often suitable. Examples include data entry, library assistant, or roles in technical fields that emphasize concrete skills and visual or hands-on work. Accommodations and support can help individuals succeed in various careers based on their strengths.
What are the key skills and qualifications needed to thrive as a Special Education Teacher working with students with Nonverbal Learning Disability (NVLD), and why are they important?
To thrive as a Special Education Teacher for students with NVLD, you need expertise in differentiated instruction, special education strategies, and a relevant teaching certification. Familiarity with individualized education programs (IEPs), assistive technologies, and progress monitoring tools is essential. Strong patience, communication, and empathy help you support students’ unique learning and social needs. These skills enable effective instruction, promote student success, and create an inclusive classroom environment.
What is Nonverbal Learning Disability (NVLD)?
Nonverbal Learning Disability (NVLD) is a neurological condition characterized by strong verbal skills but significant difficulties with nonverbal skills such as visual-spatial processing, motor coordination, and social interactions. Individuals with NVLD may struggle to understand body language, facial expressions, and visual information, which can affect academic performance and social relationships. Early identification and support can help those with NVLD develop strategies to manage these challenges and succeed in school and daily life.
How is NVLD treated in adults?
Nonverbal Learning Disability (NVLD) in adults is typically managed through a combination of cognitive-behavioral therapy, social skills training, and occupational therapy to improve organization, social interactions, and daily functioning. Some adults also benefit from accommodations at work, such as structured routines or assistive technology, and may pursue skills development in areas like executive functioning and emotional regulation.
What jobs can a non-verbal person do?
Nonverbal individuals can work in roles that rely on visual, motor, or technical skills, such as data entry, assembly line work, or computer-based tasks. Jobs that involve minimal verbal communication and allow for accommodations, like assistive communication devices, can be suitable. Vocational training and workplace support can help identify appropriate employment options.
What is the difference between Nonverbal Learning Disability vs Speech-Language Pathologist?
| Aspect | Nonverbal Learning Disability | Speech-Language Pathologist |
|---|---|---|
| Required Credentials | Psychologist or neuropsychologist certification, specialized training in learning disabilities | Master's degree in Speech-Language Pathology, ASHA certification |
| Work Environment | Schools, clinics, hospitals, private practice | Schools, hospitals, clinics, rehabilitation centers |
| Industry Usage | Special education, neuropsychology | Speech and language therapy, communication disorders |
Nonverbal Learning Disability and Speech-Language Pathologist are distinct roles. The former is a diagnosis related to neurodevelopmental challenges, while the latter is a healthcare professional specializing in communication disorders. Although both work in educational and clinical settings, their credentials, focus areas, and industry usage differ significantly.
What are common challenges faced by professionals supporting individuals with Nonverbal Learning Disability (NVLD) in educational settings?
Professionals working with individuals with Nonverbal Learning Disability (NVLD) often encounter challenges such as addressing difficulties in social interactions, interpreting nonverbal cues, and supporting the development of organizational skills. Team collaboration with teachers, special educators, and parents is essential to create tailored strategies and accommodations. Regularly adapting teaching methods and providing individualized support can help promote success for students with NVLD, while also fostering an inclusive learning environment.
What jobs are good for people with nonverbal learning disability?
Nonverbal learning disability can impact social skills and spatial reasoning, so jobs that involve structured tasks, minimal social interaction, and clear instructions are often suitable. Examples include data entry, library assistant, or roles in manufacturing and technical fields that emphasize routine and visual tasks. Accommodations such as visual aids and clear communication can support success in these roles.
What are popular job titles related to Nonverbal Learning Disability jobs in Michigan? For Nonverbal Learning Disability jobs in Michigan, the most frequently searched job titles are:
What job categories do people searching Nonverbal Learning Disability jobs in Michigan look for? The top searched job categories for Nonverbal Learning Disability jobs in Michigan are:
Instructor- Part Time (Teacher Education-Elementary Education- Applicant Pool)
Livonia, MI • On-site
Full-time, Part-time
Posted 26 days ago
Schoolcraft College rating
9.1
Based on 5 frontline employees who took The Breakroom Quiz
23rd of 611 rated colleges and universities
Job description
Posting Details
Position Information
Job Title
Instructor- Part Time (Teacher Education-Elementary Education- Applicant Pool)
Job Summary
Classroom instructors needed to teach the following Education courses in the Alternate Route to Interim Teacher Certification (ARC) program:
EDUC 101, Introduction to Education
EDUC 205, Promoting Learning in a Diverse Society
EDUC 210, Elementary Instructional Strategies
EDUC 260, Professional Educator
EDUC 270, Instructional Technology
EDUC 290, Practicum
Job Duties
Instructors will be able to effectively instruct and assess the knowledge, skills, and dispositions of the teacher education candidates based on program standards.
NOTE: Applicants interested in teaching these Elementary Education courses, will provide instruction and mentor ARC candidates who are preparing for an elementary education teaching positions. Instructors will be expected to participate in the departmental meeting each semester.
Required Qualifications
1. Master's degree in Education or related field.
2. Possess current, valid Elementary Education teaching certificate.
3. Four (4) years* of successful elementary education (K-5) teaching experience, teaching. (* Within the past 5 years)
4. Demonstrated knowledge and use of current and best instructional methods in the classroom.
5. Ability to mentor teacher education candidates in preparing for entry into the elementary classroom.
6. Ability to demonstrate minimum competency in both current best practices and professional standards.
Preferred Qualifications
1. Higher education teaching experience preferred.
2. Experience in teacher preparation program.
3. Classroom experience working with diverse students.
4. Interest and experience in on-line instruction.(EDUC 205, EDUC 270, EDUC 290)
5. Experience in supervising student teachers or teacher mentorships. (EDUC 290)
6. Experience working with curriculum development. (EDUC 2205 and EDUC 210)
7. Experience in effectively incorporating technology into teaching and learning. (EDUC 270)
Physical Requirements
Language Skills
Ability to read, analyze and interpret the most complex documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to top management, public groups, and/or boards of trustees.
Mathematical Skills
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Reasoning Ability
Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems. Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.) in its most difficult phases. Ability to deal with a variety of abstract and concrete variables.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; use hands to handle or feel; and talk or hear. The employee is occasionally required to reach with hands and arms; walk; sit; stoop, kneel, crouch, or crawl; and taste or smell. The employee may occasionally lift up to 10 lbs., seldom 25 lbs. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus.
Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary
Per Faculty Contract
Work Hours
Posting Detail Information
Posting Number
ACO024P
Open Date
10/16/2017
Close Date
Open Until Filled
Yes
Special Instructions to Applicants
Applicants must submit a cover letter, resume, a copy of their teaching certificate,and copy of unofficial transcripts at the end of the application process. The number of part-time instructors hired varies from semester to semester, depending on the needs of the department. The Instructor- Part Time (Teacher Education-Elementary- Applicant Pool) applications are accepted on an ongoing basis. Your application will remain in the applicant pool and be reviewed on an as needed basis.
Position Information
Job Title
Instructor- Part Time (Teacher Education-Elementary Education- Applicant Pool)
Job Summary
Classroom instructors needed to teach the following Education courses in the Alternate Route to Interim Teacher Certification (ARC) program:
EDUC 101, Introduction to Education
EDUC 205, Promoting Learning in a Diverse Society
EDUC 210, Elementary Instructional Strategies
EDUC 260, Professional Educator
EDUC 270, Instructional Technology
EDUC 290, Practicum
Job Duties
Instructors will be able to effectively instruct and assess the knowledge, skills, and dispositions of the teacher education candidates based on program standards.
NOTE: Applicants interested in teaching these Elementary Education courses, will provide instruction and mentor ARC candidates who are preparing for an elementary education teaching positions. Instructors will be expected to participate in the departmental meeting each semester.
Required Qualifications
1. Master's degree in Education or related field.
2. Possess current, valid Elementary Education teaching certificate.
3. Four (4) years* of successful elementary education (K-5) teaching experience, teaching. (* Within the past 5 years)
4. Demonstrated knowledge and use of current and best instructional methods in the classroom.
5. Ability to mentor teacher education candidates in preparing for entry into the elementary classroom.
6. Ability to demonstrate minimum competency in both current best practices and professional standards.
Preferred Qualifications
1. Higher education teaching experience preferred.
2. Experience in teacher preparation program.
3. Classroom experience working with diverse students.
4. Interest and experience in on-line instruction.(EDUC 205, EDUC 270, EDUC 290)
5. Experience in supervising student teachers or teacher mentorships. (EDUC 290)
6. Experience working with curriculum development. (EDUC 2205 and EDUC 210)
7. Experience in effectively incorporating technology into teaching and learning. (EDUC 270)
Physical Requirements
Language Skills
Ability to read, analyze and interpret the most complex documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to top management, public groups, and/or boards of trustees.
Mathematical Skills
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
Reasoning Ability
Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems. Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.) in its most difficult phases. Ability to deal with a variety of abstract and concrete variables.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; use hands to handle or feel; and talk or hear. The employee is occasionally required to reach with hands and arms; walk; sit; stoop, kneel, crouch, or crawl; and taste or smell. The employee may occasionally lift up to 10 lbs., seldom 25 lbs. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus.
Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary
Per Faculty Contract
Work Hours
Posting Detail Information
Posting Number
ACO024P
Open Date
10/16/2017
Close Date
Open Until Filled
Yes
Special Instructions to Applicants
Applicants must submit a cover letter, resume, a copy of their teaching certificate,and copy of unofficial transcripts at the end of the application process. The number of part-time instructors hired varies from semester to semester, depending on the needs of the department. The Instructor- Part Time (Teacher Education-Elementary- Applicant Pool) applications are accepted on an ongoing basis. Your application will remain in the applicant pool and be reviewed on an as needed basis.
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Pay
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About Schoolcraft College
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Industry
Colleges, universities, and professional schools
Company size
501 - 1,000 Employees
Headquarters location
Livonia, MI, US
Year founded
1961