group photo of physical therapists with equipment

Careers at iBrain

We're always looking for people to join the iBrain family! 


The mission of the International Institute for the Brain (iBrain) is to research, develop and implement special education and related services for students with a brain injury or brain-based disorder.


See below for job requirements, and specific application instructions. 

Please send a resume and cover letter to Jobs@ibrainnyc.org unless a specific job description specifies otherwise.


Click the menu to jump to a job description.

Occupational Therapists

Job Type: Full-time


Responsibilities:

-  2 years experience in Pediatric Occupational Therapy

-  Research experience (preferably)

- Clinical experience with children with brain based disorders and neurological involvement

- NDT training, experience (preferably)

- Collaborate with each student’s special education teacher and therapy team of speech therapists, physical therapists, and teachers of the visually impaired

- Prepare Individualized Education Programs (IEP’s) and quarterly progress reports

- Collaborate with parents as necessary and involve them in their child's activities and progress on a regular basis

- Utilize a multi-sensory approach incorporating art, music and technology to design lessons to increase students’ communication, social, and life skills

- Exceptional interpersonal, problem solving, communication skills, along with the ability to take initiative, and a highly flexible personality type

Paraprofessionals

The paraprofessional’s role is to assist his or her assigned student in all aspects of the school day. The student population is primarily non-ambulatory (in a wheelchair) and non-verbal, and, as such, the paraprofessional plays an important part in the student’s day by supporting the student throughout academic and therapy sessions, ensuring the student is re-positioned and transferred safely throughout the day, and assisting the student with all aspects of self-care. Therefore, it is critical that the paraprofessional perform his or her job duties at the highest possible level. 


The paraprofessional’s duties include, but are not limited to, the responsibilities outlined below:

- The paraprofessional is responsible for supporting his or her assigned student as he or she works to achieve the goals set by the student’s teacher(s) and related service team (i.e. Physical, Occupational, Speech, Vision therapies and Conductive Education). 

- The paraprofessional is required to assist in the implementation of the student’s individualized IEP at the discretion and direction of supervisors, teacher(s)/instructor(s), and administrators. 

- The paraprofessional provides support for the individual student inside and outside of the classroom in order to enable the student to fully participate in school activities, and provide support for the individual student in daily therapy and/or related service sessions. 


Essential functions of the paraprofessional’s job include, but are not limited to: 

- supporting the student throughout academic instruction/assignments under the supervision of the student’s teacher 

- assisting the student’s therapists with related service sessions, transferring and/or positioning the student throughout the day (for example, in/out of the student’s wheelchair or classroom chair when transitioning between activities, when changing the student in the restroom)

- assisting the student with self-care (including using the restroom, basic hygiene, feeding, etc.)


Student care and safety must be high priority for the paraprofessional. The paraprofessional must be dedicated to ensuring their student participates in activities all day to the fullest possible extent. 


The paraprofessional must follow all appropriate policies and procedures relating to the care and safety of his or her assigned student and the student’s management needs. This includes, but is not limited to, ensuring that the student and his or her supplies are kept neat and clean throughout the day, ensuring that the assigned student’s specific management needs are met throughout the day, consistently utilizing two-person transfers when positioning and/or transferring the student, ensuring that the student is fed appropriately throughout the day, and, more broadly, ensuring that student safety is maintained at all times.


The paraprofessional is expected to comport himself or herself in a professional manner at all times. The paraprofessional must be punctual and follow all necessary policies and procedures related to his or her job. The paraprofessional is expected to dress in a professional manner and in accordance with the guidelines set forth by supervisors and maintain an appropriate professional demeanor at all times. 


The paraprofessional should strive to promote a culture of courtesy and respect within the community. The paraprofessional must hold a high school diploma and/or GED and be capable of lifting a minimum of 50 lbs.

Physical Therapists

Job Type: Full-time


Responsibilities &Qualifications:

- 2 years experience in Pediatric Physical Therapy

- Research experience (preferably)

- Clinical experience with children with brain based disorders and neurological involvement

- NDT training, experience (preferably)

- Collaborate with each student’s special education teacher and therapy team of occupational therapists, speech therapists, and teachers of the visually impaired

- Implement therapy recommendations in the classroom as appropriate

- Prepare Individualized Education Programs (IEP’s) and quarterly progress reports

-  Collaborate with parents as necessary and involve them in their child's activities and progress on a regular basis

- Exceptional interpersonal, problem solving, communication skills, along with the ability to take initiative, and a highly flexible personality type

Special Education Teachers

Job Type: Full-time

Responsibilities:

- Oversee a classroom of 6 to 8 school-aged children with brain injuries

- Prepare lessons and implement Direct Instruction to teach students both individually and in small groups

- Collaborate with each student’s therapy team of occupational therapists, speech therapists, physical therapists, and teachers of the visually impaired

- Implement therapy recommendations in the classroom as appropriate

- Prepare Individualized Education Programs (IEP’s) and quarterly progress reports

- Collaborate with parents as necessary and involve them in their child's activities and progress on a regular basis

- Provide direction and supervision to the paraprofessionals in your classroom

- Utilize a multisensory approach incorporating art, music and technology to design lessons to increase students’ communication, social, and life skills.


Qualifications:

* NYS Childhood Education and Students with Disabilities 1-6, or Early Childhood and Students with Disabilities B-2, or NYS Permanent Special Education Certification required

* Masters degree strongly preferred

* Seeking candidates with a minimum of 2 years experience with elementary school aged children with special needs

* Exceptional interpersonal, problem solving, communication skills, along with the ability to take initiative, and a highly flexible personality type

Speech Language Pathologist Director

Job Type: Full-time


Responsibilities & Qualifications:

- 7 years experience in Pediatric Speech Language Therapy

- Manager of Speech Therapist, Organization of documentation, and Implementation of Speech/Feeding/Communication Services

- Experience supervising Clinical Fellows

- Research experience (preferably)

- Clinical experience with children with brain based disorders and neurological involvement

- Assistive Technology programming experience and various AAC devices

- Collaborate with each student’s special education teacher and therapy team of occupational therapists, physical therapists, and teachers of the visually impaired

- Prepare Individualized Education Programs (IEP’s) and quarterly progress reports

- Collaborate with parents as necessary and involve them in their child's activities and progress on a regular basis

- Exceptional interpersonal, problem solving, communication skills, along with the ability to take initiative, and a highly flexible personality type

Speech Language Therapists

Job Type: Full-time


Responsibilities & Qualifications:

- 2 years experience in Pediatric Speech Language Therapy

- Research experience (preferably)

- Clinical experience with children with brain based disorders and neurological involvement

- Assistive Technology programming experience and various AAC devices

- Collaborate with each student’s special education teacher and therapy team of occupational therapists, physical therapists, and teachers of the visually impaired

- Prepare Individualized Education Programs (IEP’s) and quarterly progress reports

- Collaborate with parents as necessary and involve them in their child's activities and progress on a regular basis

- Exceptional interpersonal, problem solving, communication skills, along with the ability to take initiative, and a highly flexible personality type

Director of Vision Education Services (VES)

Job Type: Full-time

Salary: Commensurate with level of experience


The Director of VES will be responsible for providing vision education sessions for students on her or his caseload and supervising and supporting other vision teachers in the department. These duties include but are not limited to: 

- weekly meetings

- development of IEPs

- components and progress reports for direct caseload as well as the review of IEPs and progress

- reports from departmental staff

- Supervision of periodic vision assessments of current students

and assessment of vision performance of new student applicants to iBrain. 

- Collaboration, training and consultation with classroom teachers, therapists and paraprofessionals regarding instructional strategies, environmental adaptions and material modifications is essential.


Student Population:

The majority of students receiving vision services at iBrain have been diagnosed with Cortical Visual Impairment (CVI) and either Traumatic Brain Injury (TBI) or another brain-based disorder. Many students are medically frail and are nonverbal, non-ambulatory and have

significant motor and cognitive impairments in addition to visual impairments. 


The Director of VES is expected to have a highly developed working knowledge of the impacts of ophthalmological and neurological medical conditions on students’ ability to access educational components in all of their environments at iBrain.


Program Features:

- Vision teachers have a small core caseload of students

- Students have 60-minute therapy mandates

- Vision teachers are expected to be able to provide both push-in or pull-out instructional delivery for students while collaborating with other teachers, paraprofessionals, nursing personnel and related service providers

- Vision teachers participate in iBrain’s highly interdisciplinary, nonpublic program for students ages 5-21


Position Functions and Responsibilities:

- Design and implement interventions that reflect knowledge of child development and specialized techniques appropriate for students with visual impairments or blindness.

- Works with students on an individual basis in classroom, treatment room, or home/community setting according to the mandates of the student’s IEP

- Maintains compliance regarding daily session notes and parental progress reports etc., as per school policy

- Works effectively with parents, teaching staff and other professionals directly involved in the care and treatment of the student to enhance the use of vision and/or minimize the impact of visual impairment or blindness on learning

- Carries a caseload of students, but is available to provide coverage for other students as needed and adapts to changes in caseload as assigned

- Participates as required in all meetings, conferences with parents and school districts regarding the student's progress and/or welfare

- Uses accurate assessment skills to perform functional vision assessments with written reports reflecting current knowledge of visual impairments and child development; able to communicate results effectively in both written and verbal formats

- Actively participate in the creation and implementation of an individual professional development plan

- Completes related service billing, progress notes and documentation in a timely manner according to established deadlines

- Perform other tasks to support the operations of the school as assigned by School Administration


Required Skills:

- Ability to complete vision assessments, including Functional Vision Assessments and Cortical Vision Impairment (CVI) Scale assessments.

- Experience collaborating with multiple disciplines in a school environment

- Ability to mentor and supervise others within the vision discipline

- Ability to train professional, nonprofessional staff as well as families on techniques and background of vision needs for students

- Ability to track session completion and make-ups for the department


Experience:

- Completed practicum in special education with specialization the field of education of students who are blind or visually impaired

- Experience with children with various orthopedic, developmental and/or multiple impairments especially those related to vision education requirements

- Current certification as a Teacher of Students who are Blind or Visually Impaired (TVI)

Vision Education Teachers

Job Types: Full-time, Part-time, Temporary, Contract


Student Population:

- All students on caseload have cortical visual impairment (CVI)

- Students are nonverbal, non-ambulatory and have significant motor and cognitive impairments


Program Features:

- Vision teachers have a small core caseload of students

- Students have 60-minute therapy mandates

- Vision teachers work primarily in pull-out individual sessions and also collaborate with classroom teachers regularly and support with push-in services as appropriate

- Highly interdisciplinary nonpublic program for students ages 5-21

Position Functions and Responsibilities

- Design and implements interventions that reflect knowledge of child development and specialized techniques appropriate for VI students

- Works with students on an individual basis in classroom, treatment room, or home/community setting according to the mandates of IEP

- Maintains compliance re: daily session notes, progress reports etc. as per school policy

- Works effectively with parents, teaching staff and other professionals directly involved in the care and treatment of the student to enhance the use of vision and/or minimize the impact of visual impairments on learning

- Carries a caseload of students, but is available to provide coverage for other students as needed and adapts to changes in caseload as assigned

- Participates as required in all meetings, conferences with parents and school districts regarding the student's progress and /or welfare

- Uses accurate assessment skills to perform functional vision evaluations with written reports reflecting current knowledge of visual impairments and child development; able to communicate results effectively in both written and verbal formats

- Actively participate in the creation and implementation of an individual professional development plan

- Completes related service billing, progress notes and documentation in a timely manner according to established deadlines

- Perform other tasks to support the operations of the school as assigned by School Administration


Required Skills & Experience:

- Completed practicum in special education of students who are blind/visually impaired

- Experience with children with various orthopedic, developmental and/or multiple impairments especially those related to vision 

Education Requirements:

- Current Certification as a Teacher of Students who are Blind or Visually Impaired (TVI)

International Institute for the Brain

311 East 94th Street, New York, New York 10128, United States

info@iBrainNYC.org