Special Education Instructional Assistant Jobs in Iowa
Special Education Instructional Assistant jobs in Iowa are concentrated in public school districts, special education cooperatives, and early intervention programs, with steady demand from entry-level paraprofessionals through experienced lead assistants. The largest hiring activity is in Des Moines, Cedar Rapids, and Davenport, where employers such as Des Moines Public Schools, Cedar Rapids Community School District, and the Grant Wood Area Education Agency maintain consistent openings. Behavior support, autism spectrum services, and early childhood special education are the most in-demand specialties across the state. See the openings below and apply to the ones that match your experience.
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Showing 5 of 11+ Special Education Instructional Assistant jobs
EXECUTIVE SUMMARY
The Special Education Classroom Instructional Assistant II provides assistance and motivation to students with disabilities within preschool settings. This position will provide assistance with health, communication, and behavior supports needed to allow our students to effectively access instruction in the classroom, on the playground, and in the lunchroom.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Work effectively with children having disabilities and special needs within preschool settings.
May work with one student or a small group of students.
Communicate and work effectively with special education and classroom teachers, co-workers.
Practice professional, legal, and ethical conduct toward students, parents, and co-workers.
Motivate and assist student(s) to build independence, develop interpersonal and social skills, and learn actively.
Use assistive technology, computers, and adaptive equipment providing special care or physical assistance required for the student to function in school and learn effectively.
Gather and maintain accurate data regarding the student, including academic, behavioral, and/or health information, as needed, and providing feedback to the teacher to improve instruction for the student.
Understand and appreciate diversity in children’s skill and abilities, cultural heritage, lifestyles, values systems, and human rights.
Maintain confidentiality with student information and student records.
Implement prevention, response, and safety intervention as outlined in a student’s Behavior Intervention Plan.
Implement supports and services as outlined in a student’s Individual Health Plan. This may include toileting, assisting with meals, and other self-care activities for multiple students.
Utilize de-escalation strategies and appropriate restraint and seclusion strategies as trained in Crisis Prevention Institute (CPI).
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, education and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
Minimum education include a high school graduate and previous experience working with children. A paraeducator certification is preferred.
For preschool classrooms, preference would be the individual have one of the following three criteria met: a paraeducator certification with an early childhood endorsement, CDA or a two Page 2 of 3 year degree or higher or ability to obtain one of the criteria within one year of selection.
COMMUNICATION SKILLS
Must possess the ability to communicate effectively with a variety of individuals and groups from all levels of the organization. Individual must have effective listening skills.
ANALYTICAL and REASONING SKILLS
Ability to gather, collate, and/or classify data. Ability to work with a variety of data. Problem solving is required to identify issues and create action plans.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
May be required to lift up to 50 pounds frequently. The noise level in the work environment is usually moderate. The employee may work inside or outside. The environment is usually fast paced with a great deal of movement throughout the day. Individuals must be able to engage in physical activity associated with active supervision of students. The employee will also be required to participate in CPI training and be able to effectively demonstrate competency in physical skill components.
TECHNOLOGY SKILLS
Must be able to use the computer, process electronic requests. Must be able to learn different communication devices from pictures/symbols to individual student augmentative communication devices. Able to retrieve and print information from various computer programs when needed.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.
Under the Every Student Succeeds Act prior to starting, you must have one of the following:
- Two years of study at an institution of higher education; or
- Associate degree or higher; or
- Obtain voluntary certification through the Board of Educational Examiners(Paraeducator Certification); or
- Successful completion of ACT WorkKeys® (NCRC Assessment).
ACT WorkKeys® Assessment
ACT WorkKeys®is a job skills assessment system that helps employers select, hire, train, develop and retain a high-performance workforce. This series of tests measures foundational and soft skills and offers specialized assessments to target institutional needs.
Successful completion of ACT WorkKeys® assessments in Applied Mathematics, Locating Information and Reading for Information can lead to earning ACT's National Career Readiness Certificate (NCRC), a portable credential earned by more than 2.3 million people across the United States. If you are interested in taking the NCRC assessments, you may schedule a time at one of the IowaWORKS Centers.
For more information, please contact Iowa Work Force Development at 712-233-9030. The calendar of testing times and locations is available on the Skilled Iowa website:
https://www.iowaworkforcedevelopment.gov/assess-and-improve-my-skills
Non-Discrimination Statement
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW. The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices.
The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment. Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to the Compliance Coordinator, at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, TitleIX@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Compliance Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District board policies 103 and 504.4 for additional information on available grievance procedures.
EXECUTIVE SUMMARY
The Special Education Classroom Instructional Assistant II provides assistance and motivation to students with disabilities within preschool settings. This position will provide assistance with health, communication, and behavior supports needed to allow our students to effectively access instruction in the classroom, on the playground, and in the lunchroom.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Work effectively with children having disabilities and special needs within preschool settings.
May work with one student or a small group of students.
Communicate and work effectively with special education and classroom teachers, co-workers.
Practice professional, legal, and ethical conduct toward students, parents, and co-workers.
Motivate and assist student(s) to build independence, develop interpersonal and social skills, and learn actively.
Use assistive technology, computers, and adaptive equipment providing special care or physical assistance required for the student to function in school and learn effectively.
Gather and maintain accurate data regarding the student, including academic, behavioral, and/or health information, as needed, and providing feedback to the teacher to improve instruction for the student.
Understand and appreciate diversity in children’s skill and abilities, cultural heritage, lifestyles, values systems, and human rights.
Maintain confidentiality with student information and student records.
Implement prevention, response, and safety intervention as outlined in a student’s Behavior Intervention Plan.
Implement supports and services as outlined in a student’s Individual Health Plan. This may include toileting, assisting with meals, and other self-care activities for multiple students.
Utilize de-escalation strategies and appropriate restraint and seclusion strategies as trained in Crisis Prevention Institute (CPI).
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, education and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
Minimum education include a high school graduate and previous experience working with children. A paraeducator certification is preferred.
For preschool classrooms, preference would be the individual have one of the following three criteria met: a paraeducator certification with an early childhood endorsement, CDA or a two Page 2 of 3 year degree or higher or ability to obtain one of the criteria within one year of selection.
COMMUNICATION SKILLS
Must possess the ability to communicate effectively with a variety of individuals and groups from all levels of the organization. Individual must have effective listening skills.
ANALYTICAL and REASONING SKILLS
Ability to gather, collate, and/or classify data. Ability to work with a variety of data. Problem solving is required to identify issues and create action plans.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
May be required to lift up to 50 pounds frequently. The noise level in the work environment is usually moderate. The employee may work inside or outside. The environment is usually fast paced with a great deal of movement throughout the day. Individuals must be able to engage in physical activity associated with active supervision of students. The employee will also be required to participate in CPI training and be able to effectively demonstrate competency in physical skill components.
TECHNOLOGY SKILLS
Must be able to use the computer, process electronic requests. Must be able to learn different communication devices from pictures/symbols to individual student augmentative communication devices. Able to retrieve and print information from various computer programs when needed.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.
Under the Every Student Succeeds Act prior to starting, you must have one of the following:
- Two years of study at an institution of higher education; or
- Associate degree or higher; or
- Obtain voluntary certification through the Board of Educational Examiners(Paraeducator Certification); or
- Successful completion of ACT WorkKeys® (NCRC Assessment).
ACT WorkKeys® Assessment
ACT WorkKeys®is a job skills assessment system that helps employers select, hire, train, develop and retain a high-performance workforce. This series of tests measures foundational and soft skills and offers specialized assessments to target institutional needs.
Successful completion of ACT WorkKeys® assessments in Applied Mathematics, Locating Information and Reading for Information can lead to earning ACT's National Career Readiness Certificate (NCRC), a portable credential earned by more than 2.3 million people across the United States. If you are interested in taking the NCRC assessments, you may schedule a time at one of the IowaWORKS Centers.
For more information, please contact Iowa Work Force Development at 712-233-9030. The calendar of testing times and locations is available on the Skilled Iowa website:
https://www.iowaworkforcedevelopment.gov/assess-and-improve-my-skills
Non-Discrimination Statement
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW. The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices.
The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment. Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to the Compliance Coordinator, at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, TitleIX@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Compliance Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District board policies 103 and 504.4 for additional information on available grievance procedures.
See All 11 Special Education Instructional Assistant Jobs in Iowa
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Find JobsSpecial Education Instructional Assistant Jobs by City in Iowa
Where Iowa roles are concentrated, by current openings.
Special Education Instructional Assistant Job Market in Iowa
A snapshot from current Iowa openings, updated as new roles post.
Who's Hiring
What Iowa Employers Look For
The qualifications that appear most often in special education instructional assistant jobs across Iowa.
- High school diploma or equivalent required by Iowa school districts
- Paraeducator certificate or coursework meeting Iowa's Paraeducator Standards preferred
- Experience supporting students with disabilities, autism, or behavioral needs
- Ability to implement IEP goals under licensed special education teacher supervision
- Strong communication skills for working with students, families, and school staff
- Current First Aid and CPR certification or willingness to obtain upon hire
Special Education Instructional Assistant Jobs in Iowa: Frequently Asked Questions
How do you become a special education instructional assistant in Iowa?
Most Iowa school districts require a high school diploma plus completion of a state-approved paraeducator training program that meets Iowa's Paraeducator Standards, administered through the Iowa Department of Education. Candidates pursuing work in Title I schools must also satisfy federal Highly Qualified Paraprofessional requirements, which typically means completing college coursework or passing a district assessment. Area Education Agencies across Iowa often provide paraeducator training and support for those entering the field.
Which companies hire special education instructional assistants in Iowa?
Iowa special education instructional assistant roles are posted by Sioux City Community School District, LINN-MAR COMMUNITY SCHOOLS, and College Community School District and others right now, based on current listings on Migrate Mate as of November 2026. Iowa's nine Area Education Agencies also hire paraeducators directly and are among the most consistent sources of openings statewide.
Which Iowa cities have the most special education instructional assistant jobs?
Sioux City, Marion, and Urbandale have the most special education instructional assistant openings in Iowa. Des Moines leads because of the sheer size of its public school district and surrounding suburban districts in Polk County, while Cedar Rapids and Davenport reflect the large student populations and Area Education Agency offices anchoring those metro regions.
How can I get hired as a special education instructional assistant in Iowa with little or no experience?
The most realistic entry path is applying directly to Iowa's public school districts or Area Education Agencies as a substitute paraeducator, which requires only a high school diploma and allows you to build classroom experience quickly. Des Moines Public Schools and the Heartland AEA regularly bring on new paraprofessionals without prior formal experience and provide on-the-job training aligned with Iowa's Paraeducator Standards. Completing a short paraeducator certification course through an Iowa community college such as Des Moines Area Community College strengthens your application and is valued by hiring principals.
Where can I find and apply to special education instructional assistant jobs in Iowa?
You can find and apply to special education instructional assistant jobs in Iowa on Migrate Mate, which lists current Iowa openings from school districts, Area Education Agencies, and other employers across the state. Search the listings to find roles that fit your credentials and experience, then apply directly to the ones that match.
See All 11 Special Education Instructional Assistant Jobs in Iowa
Find roles in Iowa that match your experience and apply in just a few clicks.
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