Intervention Specialist Jobs in USA with Visa Sponsorship
Intervention Specialist roles qualify for H-1B visa sponsorship when the position requires a bachelor's degree in special education, psychology, or a related field. Many districts and nonprofit providers sponsor foreign-credential holders, but PERM labor certification timelines and state licensure requirements shape which employers can commit.
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Get Access To All JobsReports to: RDSPD Supervisor
Wage/Hour Status: Exempt
Dept./School: Special Education
Pay Family: Professional /Administrators
PC Assignment: Specialist, Interv RDSPD
Pay Grade: 03
PC Assignment Code: 31311
Minimum Salary: $
Duty Days: 197 days per school year
This position is funded through tuition and state allotment revenue, and continued employment is contingent upon the availability of those funds.
Primary Purpose:
Provide Regional Day School Program for the Deaf (RDSPD) program-wide instructional and behavioral support to improve outcomes for students with disabilities who are Deaf/Hard of Hearing (DHH). Support campus staff through coaching, consultation, and professional learning focused on evidence-based instructional and behavioral practices. Promote consistent implementation of special education supports, inclusive practices, and high-quality services aligned with federal, state, and district requirements across campuses.
Qualifications
Education and Certification
- Bachelor’s degree from an accredited university
- Master’s degree in special education, education, psychology, behavior analysis, or related field (preferred)
- Sign Language Proficiency/TASC or TASC-ASL
- Deaf/Hard of Hearing certification
- Valid Texas teaching certificate (preferred)
- Special Education certification (preferred)
- Board Certified Behavior Analyst (BCBA) certification (preferred)
Experience
- Three (3) years of successful experience working with students with disabilities
- Experience implementing behavioral intervention strategies
- Experience providing professional development to adult learners
- Experience working with students with autism (preferred)
- Experience in K–12 public education setting (preferred)
Knowledge and Skills
- Comprehensive knowledge of the communication, language, instructional, and accessibility needs of students who are deaf or hard of hearing
- Comprehensive knowledge of special education law, the Individuals with Disabilities Education Act (IDEA), and compliance requirements
- Comprehensive knowledge of specially designed instruction and inclusive practices
- Comprehensive knowledge of conducting Functional Behavior Assessments (FBA)
- Comprehensive knowledge of developing and monitoring Behavior Intervention Plans (BIP)
- Basic knowledge of trauma-informed and restorative practices
- Basic knowledge of Individualized Education Program (IEP) development and implementation
- Proficient instructional coaching and adult learning facilitation skills
- Proficient consultation and collaboration skills for working with campus staff, families, and multidisciplinary teams
- Proficient organizational, interpersonal, verbal, and written communication skills
- Proficient data collection, progress monitoring, and data analysis skills
- Ability to utilize technology and data systems to support instructional and behavioral decision-making
Key Responsibilities:
Instructional Coaching and Support
- Provide job-embedded coaching to special education and general education staff
- Model effective instructional strategies and classroom management techniques
- Support implementation of specially designed instruction and inclusive practices across educational settings
- Provide consultation to teachers, administrators, and staff
Behavioral Support
- Conduct Functional Behavior Assessments (FBA)
- Assist in development and implementation of Behavior Intervention Plans (BIP)
- Support implementation of schoolwide behavioral systems, including Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS)
- Provide de-escalation and crisis intervention support
- Monitor student behavioral progress and adjust supports as needed
Autism and Specialized Support
- Provide expertise in autism-specific instructional strategies for students who are Deaf/Hard of Hearing
- Support implementation of social skills and communication interventions
- Provide consultation for students with complex behavioral needs
- Support generalization of skills across settings
Professional Learning
- Design and deliver district professional learning related to instructional and behavioral supports for students who are Deaf/Hard of Hearing
- Provide individualized coaching and mentoring
- Facilitate team collaboration and problem-solving meetings
- Support implementation of district initiatives
Data and Compliance
- Support fidelity of IEP implementation
- Assist with data collection and progress monitoring
- Participate in Admission, Review, and Dismissal (ARD) meetings as needed
- Maintain documentation related to coaching and interventions
- Ensure compliance with federal, state, and district requirements
Collaboration
- Collaborate with campus administrators and district leadership
- Work collaboratively with related service providers and support staff
- Participate in district committees and initiatives
- Support cross-campus collaboration and consistency of special education practices
Additional Responsibilities:
- Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations
- Follow district safety protocols and emergency procedures
- Participate in professional development, faculty/department meetings, and special events as assigned
- Perform additional duties as assigned to support the mission and goals of the district and department
Supervisory Responsibilities:
- None
Mental Demands/Physical Demands/Environmental Factors:
Tools and Equipment Used: Standard office equipment including personal computer and peripherals
Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking and travel between campuses
Lifting: Occasional light lifting and carrying (less than 15 pounds)
Environment: Frequent districtwide travel; occasional statewide travel; work prolonged or irregular hours
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Appointment:
The Superintendent of Schools approves the appointment of this position based on the applicant’s training, experience, and expertise.
Reports to: RDSPD Supervisor
Wage/Hour Status: Exempt
Dept./School: Special Education
Pay Family: Professional /Administrators
PC Assignment: Specialist, Interv RDSPD
Pay Grade: 03
PC Assignment Code: 31311
Minimum Salary: $
Duty Days: 197 days per school year
This position is funded through tuition and state allotment revenue, and continued employment is contingent upon the availability of those funds.
Primary Purpose:
Provide Regional Day School Program for the Deaf (RDSPD) program-wide instructional and behavioral support to improve outcomes for students with disabilities who are Deaf/Hard of Hearing (DHH). Support campus staff through coaching, consultation, and professional learning focused on evidence-based instructional and behavioral practices. Promote consistent implementation of special education supports, inclusive practices, and high-quality services aligned with federal, state, and district requirements across campuses.
Qualifications
Education and Certification
- Bachelor’s degree from an accredited university
- Master’s degree in special education, education, psychology, behavior analysis, or related field (preferred)
- Sign Language Proficiency/TASC or TASC-ASL
- Deaf/Hard of Hearing certification
- Valid Texas teaching certificate (preferred)
- Special Education certification (preferred)
- Board Certified Behavior Analyst (BCBA) certification (preferred)
Experience
- Three (3) years of successful experience working with students with disabilities
- Experience implementing behavioral intervention strategies
- Experience providing professional development to adult learners
- Experience working with students with autism (preferred)
- Experience in K–12 public education setting (preferred)
Knowledge and Skills
- Comprehensive knowledge of the communication, language, instructional, and accessibility needs of students who are deaf or hard of hearing
- Comprehensive knowledge of special education law, the Individuals with Disabilities Education Act (IDEA), and compliance requirements
- Comprehensive knowledge of specially designed instruction and inclusive practices
- Comprehensive knowledge of conducting Functional Behavior Assessments (FBA)
- Comprehensive knowledge of developing and monitoring Behavior Intervention Plans (BIP)
- Basic knowledge of trauma-informed and restorative practices
- Basic knowledge of Individualized Education Program (IEP) development and implementation
- Proficient instructional coaching and adult learning facilitation skills
- Proficient consultation and collaboration skills for working with campus staff, families, and multidisciplinary teams
- Proficient organizational, interpersonal, verbal, and written communication skills
- Proficient data collection, progress monitoring, and data analysis skills
- Ability to utilize technology and data systems to support instructional and behavioral decision-making
Key Responsibilities:
Instructional Coaching and Support
- Provide job-embedded coaching to special education and general education staff
- Model effective instructional strategies and classroom management techniques
- Support implementation of specially designed instruction and inclusive practices across educational settings
- Provide consultation to teachers, administrators, and staff
Behavioral Support
- Conduct Functional Behavior Assessments (FBA)
- Assist in development and implementation of Behavior Intervention Plans (BIP)
- Support implementation of schoolwide behavioral systems, including Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS)
- Provide de-escalation and crisis intervention support
- Monitor student behavioral progress and adjust supports as needed
Autism and Specialized Support
- Provide expertise in autism-specific instructional strategies for students who are Deaf/Hard of Hearing
- Support implementation of social skills and communication interventions
- Provide consultation for students with complex behavioral needs
- Support generalization of skills across settings
Professional Learning
- Design and deliver district professional learning related to instructional and behavioral supports for students who are Deaf/Hard of Hearing
- Provide individualized coaching and mentoring
- Facilitate team collaboration and problem-solving meetings
- Support implementation of district initiatives
Data and Compliance
- Support fidelity of IEP implementation
- Assist with data collection and progress monitoring
- Participate in Admission, Review, and Dismissal (ARD) meetings as needed
- Maintain documentation related to coaching and interventions
- Ensure compliance with federal, state, and district requirements
Collaboration
- Collaborate with campus administrators and district leadership
- Work collaboratively with related service providers and support staff
- Participate in district committees and initiatives
- Support cross-campus collaboration and consistency of special education practices
Additional Responsibilities:
- Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations
- Follow district safety protocols and emergency procedures
- Participate in professional development, faculty/department meetings, and special events as assigned
- Perform additional duties as assigned to support the mission and goals of the district and department
Supervisory Responsibilities:
- None
Mental Demands/Physical Demands/Environmental Factors:
Tools and Equipment Used: Standard office equipment including personal computer and peripherals
Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking and travel between campuses
Lifting: Occasional light lifting and carrying (less than 15 pounds)
Environment: Frequent districtwide travel; occasional statewide travel; work prolonged or irregular hours
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Appointment:
The Superintendent of Schools approves the appointment of this position based on the applicant’s training, experience, and expertise.
See all 61+ Intervention Specialist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Intervention Specialist roles.
Get Access To All JobsTips for Finding Visa Sponsorship as an Intervention Specialist
Align your foreign degree to U.S. standards
Get a credential evaluation from a NACES-member service before applying. Intervention Specialist roles often require proof your degree maps to a U.S. bachelor's in special education or psychology, and employers filing H-1B petitions need this documentation upfront.
Target districts with established H-1B history
Large urban school districts and federally funded early-intervention programs are more likely to have HR teams experienced with H-1B filings. Use Migrate Mate to identify employers with verified sponsorship activity in special education and behavioral health.
Secure your state teaching license early
Most Intervention Specialist positions require a state-issued special education license or intervention specialist license. USCIS ties H-1B specialty occupation approval to state licensure requirements, so apply to your target state's board before the offer stage, not after.
Clarify PERM versus H-1B at the offer stage
Some nonprofit providers sponsor green cards through PERM labor certification rather than H-1B. Ask explicitly which pathway the employer is offering, since PERM involves DOL recruitment requirements and longer timelines that affect when you can start working.
Verify prevailing wage before negotiating your offer
Your employer's LCA must certify a wage at or above the DOL prevailing wage for Intervention Specialist roles in that county. Check the OFLC Wage Search tool before salary discussions so you know the floor the employer is legally required to meet.
Confirm O*NET classification supports specialty occupation
H-1B eligibility requires that the role qualifies as a specialty occupation. Review the O*NET profile for Intervention Specialist to confirm the occupation's typical education requirement is a bachelor's degree in a specific field, then match your credentials to that profile in your petition.
Frequently Asked Questions
Does an Intervention Specialist role qualify as a specialty occupation for H-1B purposes?
It can, but it depends on how the employer defines the position. USCIS requires that the role normally requires a bachelor's degree or higher in a specific field such as special education, psychology, or applied behavior analysis. If the job posting accepts any bachelor's degree, the specialty occupation argument weakens. Employers should frame the position narrowly and document why a specific degree is required.
Which visas are realistic for a foreign national seeking Intervention Specialist sponsorship?
H-1B is the primary work visa for this role when it qualifies as a specialty occupation. TN visa is not available because Intervention Specialist is not on the USMCA profession list. J-1 visa is possible through designated exchange programs at universities or nonprofits, though it carries a two-year home residency requirement that may apply. EB-2 and EB-3 green card pathways are available through employers willing to file PERM labor certification.
Do school districts typically sponsor H-1B visas for Intervention Specialists?
Public school districts are cap-exempt H-1B employers, which means they're not subject to the annual cap and selection process. This makes sponsorship faster and more predictable than cap-subject employers. Districts affiliated with universities or nonprofit research institutions may also qualify as cap-exempt. Browse Migrate Mate to find school districts and educational nonprofits with verified sponsorship activity in special education roles.
Does my foreign special education degree meet U.S. licensure requirements for this role?
Foreign degrees must be evaluated by a NACES-member credential evaluation service before most state licensing boards will review your application. Each state's board of education sets its own licensure standards for intervention specialists, and requirements vary significantly. Some states accept equivalent foreign credentials with additional coursework, while others require passing state-specific assessments such as Praxis exams regardless of your original degree.
How does PERM labor certification affect sponsorship timelines for this role?
PERM requires the employer to conduct a supervised DOL recruitment process to demonstrate no qualified U.S. workers are available. For Intervention Specialist roles in high-demand areas, this process can take six to twelve months before a green card petition can even be filed. Employers must pay the prevailing wage determined by DOL throughout this process, and any procedural errors can require restarting recruitment.
What is the prevailing wage requirement for sponsored Intervention Specialist jobs?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.