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Program Director Autism Jobs in Georgia (NOW HIRING)

Kyo

Program Supervisor

Decatur, GA

$30/hr

... with autism. Kyo serves thousands of children and teens across 11 states. Every day, we seek to ... Pay Rate for direct therapy: $25.00 per hour Pay Rate for supervision duties: $30.00 per hour Kyo ...

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All JobsProgram Director Autism JobsProgram Director Autism Jobs in Georgia

Program Director Autism information

What are the key skills and qualifications needed to thrive as a Program Director for Autism programs, and why are they important?

To thrive as a Program Director for Autism, you need expertise in special education, behavioral interventions, program management, and often a relevant master's degree with state licensure or BCBA certification. Familiarity with data tracking software, ABA therapy tools, and compliance systems is typically required. Strong leadership, communication, and problem-solving skills help foster effective teams and positive outcomes for clients. These qualifications ensure high-quality, compliant services and support the well-being and progress of individuals with autism and their families.

What is the difference between Program Director Autism vs Autism Specialist?

AspectProgram Director AutismAutism Specialist
Required CredentialsBachelor's or Master's in related field, certifications like BCBA often preferredBCBA or BCaBA certification, relevant degrees in psychology, education, or behavior analysis
Work EnvironmentOversees programs, manages staff, coordinates services in clinics, schools, or community settingsProvides direct therapy, assessments, and support to individuals with autism, often in clinical or educational settings
Employer & Industry UsageFound in clinics, schools, non-profits, government agenciesCommonly employed in therapy centers, schools, and home-based services

The Program Director Autism typically manages programs and staff, requiring leadership skills and program oversight experience. In contrast, Autism Specialists focus on direct client services, assessments, and therapy. Both roles often require BCBA certification and work within similar settings, but their responsibilities differ significantly.

What does a Program Director for Autism do?

A Program Director for Autism oversees and manages programs designed to support individuals with autism spectrum disorder (ASD). Their responsibilities typically include developing and implementing treatment plans, supervising staff, ensuring compliance with regulations, and collaborating with families and other professionals. They also evaluate program effectiveness and make necessary adjustments to improve outcomes. Program Directors play a critical role in providing leadership, ensuring quality services, and advocating for individuals with autism.

What are some common challenges Program Directors in autism programs face, and how can they effectively address them?

Program Directors in autism programs often encounter challenges such as coordinating multidisciplinary teams, ensuring individualized care plans meet regulatory standards, and balancing administrative duties with direct program oversight. To address these challenges, strong communication skills are essential for fostering collaboration among therapists, educators, and families. Additionally, staying updated on best practices in autism care and regularly reviewing program outcomes help ensure high-quality services and compliance with evolving regulations.
What cities in Georgia are hiring for Program Director Autism jobs? Cities in Georgia with the most Program Director Autism job openings:

Special Education Teacher-Autism

Jackson County Public Schools

Pendergrass, GA • On-site

$49K - $65K/yr

Full-time

Posted 21 days ago

Job description

Position Type:
Teacher-Special Education/Special Education Teacher-Autism
Date Posted:
4/22/2026
Location:
North Jackson Elementary School
Date Available:
07/23/2026
Position Summary
The Autism Support Teacher provides specialized instruction and support for students with Autism Spectrum Disorder (ASD) across a continuum of needs. This position may serve students in inclusive, co-taught, resource, specialized autism classrooms, or structured/self-contained settings depending on student needs. The teacher is responsible for delivering high-quality instruction aligned to IEPs, supporting academic, communication, behavioral, and adaptive skill development, and collaborating with general education staff, related service providers, and families.
Based on current needs, the North Jackson Elementary School position is for a Level 3 Classroom.
Support Across Levels of Need (Specific level of classroom will be determined based on candidate experience and school need)
Level 0 - Mild Support Needs (Inclusion / Co-Taught)
Collaborate with general education teachers to provide accommodations and co-teaching support.
Support students with social skills, transitions, anxiety, and self-regulation.
Provide consultative or resource services as assigned.
Monitor behavior and provide proactive supports in general education settings.
Level 1 - Mild/Moderate Support Needs (Specialized Autism Class)
Provide instruction in structured classroom environments with predictable routines.
Teach academic content using general curriculum standards.
Provide direct instruction in social skills and emotional regulation.
Support students who may split time between general and special education settings.
Level 2 - Moderate Support Needs (Specialized Autism Class)
Teach in smaller class settings with paraprofessional support.
Implement visual schedules, token systems, and structured behavior supports.
Teach executive functioning, adaptive skills, communication, and targeted academics.
Support students requiring daily assistance with transitions and social behavior.
Level 3 - Significant/Intensive Support Needs (GAA / Structured Autism Program)
Provide highly structured and individualized instruction.
Teach functional academics, daily living skills, communication, and behavior regulation.
Implement comprehensive behavior plans and individualized communication systems.
Support students with intensive needs including sensory regulation, safety concerns, and medical considerations.
Primary Responsibilities
  • Instruction and IEP Implementation
    • Develop, implement, and monitor IEPs for students with Autism in alignment with district, state, and federal requirements.
    • Provide instruction aligned to general education, access, or functional curriculum based on IEP team decisions.
    • Adapt lessons using accommodations, modifications, visuals, assistive technology, and structured supports.
    • Collect and analyze data to monitor progress and adjust instruction.
  • Behavior and Social-Emotional Support
    • Implement behavior intervention plans with fidelity.
    • Use proactive strategies including visuals, reinforcement systems, and structured routines.
    • Support students in developing self-regulation and coping strategies.
    • Maintain safe and supportive learning environments.
  • Collaboration and Communication
    • Collaborate with general education teachers, related service providers, paraprofessionals, and administrators.
    • Communicate regularly with families regarding student progress and needs.
    • Participate in IEP meetings, problem-solving teams, and professional learning communities.
    • Provide guidance and training to paraprofessionals supporting students.
  • Compliance and Documentation
    • Maintain accurate records, data collection, and IEP documentation.
    • Ensure compliance with IDEA, state regulations, and district policies.
    • Participate in ongoing professional learning related to autism and special education best practices.

Minimum Qualifications
  • Bachelor's Degree in Special Education or related field
  • Eligible to hold a GaPSC issued teaching certificate in special education

Preferred Qualifications
  • Bachelor's Degree or higher in Special Education or related field
  • Hold a GaPSC issued teaching certificate in Special Education
  • Experience working with students with Autism across varying levels of need
  • Training in behavior intervention, AAC, and structured teaching approaches

Working Conditions
  • Work is performed in a standard in-person classroom setting
  • Regularly involves standing, speaking, and interacting with students, parents, and colleagues
  • May serve students in general education, co-taught, resource, specialized autism classrooms, or self-contained settings.
  • Works closely with paraprofessionals and multidisciplinary teams.
  • May need to help students with toileting and changing diapers.
  • May be required to lift students that are in kindergarten to age 22.
  • May require occasional lifting of materials or equipment
  • Requires the ability to use classroom technology, including projectors, computers, and learning management systems
  • Regular work hours are during the school day, with occasional evening or weekend commitments for parent-teacher conferences, school events, or professional development
  • Must be adaptable to varying student needs and class sizes
  • May include additional duties such as sponsoring extracurricular activities or supervising student clubs

Employment Terms
  • 190 Work Calendar
  • Annual Salary based on degree level and previous years of experience in a similar role
  • Jackson County Schools Salary Schedules

Selection Procedures
Thank you for your interest in joining Jackson County Schools. Our selection process ensures that we identify the most qualified candidates for our team. Principals will prioritize candidates who meet both the preferred and minimum qualifications for each position and will select individuals for interviews as positions become available.
The Jackson County School System is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, genetic information, or any other legally protected status.
The Jackson County School System is a drug-free workplace. A background check will be completed upon hire, which may consist of any or all of the following: criminal and employment histories, credit history (as applicable to the position), education credentials, and motor vehicle driving records.
Due to the volume of submissions received by this office, information concerning application or interview status cannot be provided in writing, over the phone, or in person. All applicants who submit a complete application package will be considered but may not necessarily receive notification or an interview. The job posting may be subject to being closed at any time without notice. Only those qualified candidates who are selected for an interview shall receive notification upon the filling of this vacancy.

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