J-1 Visa Clinical Support Associate Jobs
Clinical Support Associate roles in the United States are accessible to international professionals through the J-1 visa Trainee or Intern program categories, depending on your career stage. A designated sponsor organization issues your DS-2019 and arranges sponsorship, while the healthcare facility or clinic serves as your host employer.
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Get Access To All JobsPOSITION: SPED Autism Support Teacher
EXEMPT STATUS: Exempt
NUMBER OF DAYS: 187
PAY GRADE: Teacher Salary
DEPARTMENT: Special Services
REPORTS TO: Principal, Special Services Supervisor
SUPERVISES: Assigned teacher assistant(s), if applicable.
Education:
Bachelor’s Degree from accredited college or university
Valid teaching certificate, Special Education certified
Valid Special Education teaching certificate
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program
Experience: Student teaching or approved internship or approved Alternative Teacher Certification Program training
POSITION FUNCTION/PURPOSE
Provide students who have been identified with Autism with the appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Major Responsibilities
Instructional Management
- Participate in ARD Committee meetings on a regular basis.
- Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
- Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.
- Prepare lessons that reflect accommodation for individual student differences.
- Present the subject matter according to guidelines established by Texas Education Agency, board policies, administrative regulations.
- Employ a variety of instructional techniques and media, consistent with the needs and capabilities of the student groups involved.
- Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods in accordance with district requirements.
- Plan and supervise purposeful assignments for teacher assistant(s) and/or volunteer(s).
- Employ the use of technologies in the teaching/learning process.
- Assist in the selection of books, equipment, and other instructional materials.
- Provide classroom support to teachers working with students with autism and related disorders.
Student Growth and Development
- Assist students in analyzing and improving methods and habits of study.
- Assess the accomplishments of students on a regular basis and provide progress required.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Assume responsibility for duties and/or extracurricular activities as assigned and may sponsor outside activities approved by the school.
- Present for students a positive role model that supports the mission of the school district.
School/Organization Climate
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
- Provide demonstrations of teaching and modeling of effective practices in teaching autistic students.
- Establish control in the classroom and administer discipline in accordance with board policies, administrative regulations, and students’ IEP.
- Take all necessary and reasonable precautions to protect students.
- Assist before, during, and after the school day in the supervision of students as assigned by the principal.
- Promote a positive work environment and positive staff morale within the school.
School/Organization Improvement
- Participate with other staff in building a common vision for school improvement.
- Participate in planning and implementing activities to ensure attainment of school's mission.
Personnel Management
- Assist in selecting/orienting new instructional staff.
Administration and Fiscal/Facilities Management
- Take all necessary and reasonable precautions to protect equipment, materials, and facilities.
School/Community Relations
- Establish and maintain open lines of communication with students and their parents.
- Maintain a professional relationship with all colleagues, students, parents, and community members.
- Use acceptable communication skills to present information accurately and clearly.
Professional Growth and Development
- Participate in the district professional development program.
- Demonstrate interest and initiative in professional improvement.
- Observe professional and ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics.
Policy Implementation
- Keep informed of and comply with federal, state, district, and school regulations and policies for teachers.
- Assume responsibility for compiling, maintaining, and filing all reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
Other Duties
- Perform such other duties as may be assigned or as may be necessary for job effectiveness.
Supervisory Responsibilities
Supervise assigned teacher assistant(s), if applicable.
Qualification Requirements
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program.
WORK ENVIRONMENT
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
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 will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required. Ability to complete and utilize physical intervention training.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine, Scanner, Google Programs, Virtual Meeting Platforms
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
POSITION: SPED Autism Support Teacher
EXEMPT STATUS: Exempt
NUMBER OF DAYS: 187
PAY GRADE: Teacher Salary
DEPARTMENT: Special Services
REPORTS TO: Principal, Special Services Supervisor
SUPERVISES: Assigned teacher assistant(s), if applicable.
Education:
Bachelor’s Degree from accredited college or university
Valid teaching certificate, Special Education certified
Valid Special Education teaching certificate
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program
Experience: Student teaching or approved internship or approved Alternative Teacher Certification Program training
POSITION FUNCTION/PURPOSE
Provide students who have been identified with Autism with the appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
Major Responsibilities
Instructional Management
- Participate in ARD Committee meetings on a regular basis.
- Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
- Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.
- Prepare lessons that reflect accommodation for individual student differences.
- Present the subject matter according to guidelines established by Texas Education Agency, board policies, administrative regulations.
- Employ a variety of instructional techniques and media, consistent with the needs and capabilities of the student groups involved.
- Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods in accordance with district requirements.
- Plan and supervise purposeful assignments for teacher assistant(s) and/or volunteer(s).
- Employ the use of technologies in the teaching/learning process.
- Assist in the selection of books, equipment, and other instructional materials.
- Provide classroom support to teachers working with students with autism and related disorders.
Student Growth and Development
- Assist students in analyzing and improving methods and habits of study.
- Assess the accomplishments of students on a regular basis and provide progress required.
- Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
- Assume responsibility for duties and/or extracurricular activities as assigned and may sponsor outside activities approved by the school.
- Present for students a positive role model that supports the mission of the school district.
School/Organization Climate
- Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
- Provide demonstrations of teaching and modeling of effective practices in teaching autistic students.
- Establish control in the classroom and administer discipline in accordance with board policies, administrative regulations, and students’ IEP.
- Take all necessary and reasonable precautions to protect students.
- Assist before, during, and after the school day in the supervision of students as assigned by the principal.
- Promote a positive work environment and positive staff morale within the school.
School/Organization Improvement
- Participate with other staff in building a common vision for school improvement.
- Participate in planning and implementing activities to ensure attainment of school's mission.
Personnel Management
- Assist in selecting/orienting new instructional staff.
Administration and Fiscal/Facilities Management
- Take all necessary and reasonable precautions to protect equipment, materials, and facilities.
School/Community Relations
- Establish and maintain open lines of communication with students and their parents.
- Maintain a professional relationship with all colleagues, students, parents, and community members.
- Use acceptable communication skills to present information accurately and clearly.
Professional Growth and Development
- Participate in the district professional development program.
- Demonstrate interest and initiative in professional improvement.
- Observe professional and ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics.
Policy Implementation
- Keep informed of and comply with federal, state, district, and school regulations and policies for teachers.
- Assume responsibility for compiling, maintaining, and filing all reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
Other Duties
- Perform such other duties as may be assigned or as may be necessary for job effectiveness.
Supervisory Responsibilities
Supervise assigned teacher assistant(s), if applicable.
Qualification Requirements
Be eligible for the appropriate Probationary Certificate through a TEA approved Teacher Certification Program.
WORK ENVIRONMENT
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Frequent standing, stooping, bending, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
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 will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required. Ability to complete and utilize physical intervention training.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine, Scanner, Google Programs, Virtual Meeting Platforms
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
See all J-1 Visa Clinical Support Associate Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Clinical Support Associate Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship as a Clinical Support Associate
Document your clinical credentials before applying
Gather transcripts, clinical training certifications, and letters from supervisors that demonstrate hands-on patient support experience. Designated sponsors like CIEE or Cultural Vistas require detailed evidence of prior training before issuing a DS-2019 for a clinical role.
Distinguish Intern from Trainee program eligibility
If you're a current student or within one year of graduation, you qualify for the J-1 visa Intern category. Working professionals with a degree and over a year of clinical experience fall under Trainee, which carries different training plan requirements and maximum duration limits.
Find host employers open to J-1 clinical placements
Search Migrate Mate to identify U.S. healthcare facilities and clinical organizations that have hosted J-1 exchange visitors in support roles. Filtering by role type saves time compared to cold-contacting employers unfamiliar with the J-1 host agreement process.
Confirm the host site can sign a training plan
Your prospective employer must execute a formal training plan with your designated sponsor before the DS-2019 is issued. Ask the hiring manager directly whether the facility has completed a J-1 host agreement before accepting an offer.
Check whether your program triggers the two-year rule
Some Clinical Support Associate placements are funded by a foreign government or involve skills on the Exchange Visitor Skills List, which subjects you to a two-year home residency requirement before changing to most other U.S. visa categories.
Prepare for sponsor compliance checkpoints after arrival
Your designated sponsor will conduct periodic check-ins to verify you're working within the approved training plan. Keep copies of your DS-2019, I-94, and updated training logs, as sponsors must report any changes in placement to the State Department.
Clinical Support Associate J-1 Visa: Frequently Asked Questions
Which J-1 program category applies to Clinical Support Associate positions?
Most Clinical Support Associates enter under the J-1 Trainee category if they hold a relevant degree and at least one year of post-graduation clinical experience. Current students or recent graduates within 12 months of completing a health-related program may qualify under the Intern category instead. Your designated sponsor determines which category fits your background before issuing the DS-2019.
Who actually sponsors the J-1 visa for a Clinical Support Associate role?
The J-1 visa sponsor is a U.S. Department of State-designated organization, such as CIEE, Cultural Vistas, or AIPT, not the hiring employer. The clinic or hospital where you work is the host organization. The designated sponsor issues your DS-2019, approves the training plan, and monitors your compliance throughout the exchange program.
How do I find U.S. clinical employers willing to host J-1 exchange visitors?
Search Migrate Mate to identify healthcare organizations that have structured J-1 host arrangements or have previously hosted exchange visitors in clinical support roles. Not every clinic has completed the host agreement required by a designated sponsor, so targeting employers already familiar with the J-1 process significantly speeds up your timeline.
Does the two-year home residency requirement apply to Clinical Support Associate J-1 holders?
It depends on your funding source and your home country's Exchange Visitor Skills List status. If your training is funded by your home government or a U.S. government agency, or if your occupation appears on your country's skills list, you'll need to return home for two years before applying for H-1B visa, L-1 visa, or immigrant visas. Confirm this with your designated sponsor before accepting an offer.
Can I extend my J-1 status if my clinical training program isn't finished?
Extensions are possible if you remain within the maximum program duration for your category and your designated sponsor approves an amended training plan. The Trainee category allows up to 18 months, extendable to 24 months in hospitality. Clinical support programs outside hospitality generally cap at 18 months total, so plan your training objectives accordingly before the program start date.