Position:  Speech-Language Pathologist/Assistive Technology

Department: Special Education 

Wage/Hour Status: Exempt  

Immediate Supervisor(s): Executive Director of Special Programs/Coordinator of Evaluation and Related Services/Lead Speech-language Pathologist

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• Plan and provide speech-language pathology services to students with speech, voice, or language disorders. Assess students and provide therapeutic intervention to eliminate or reduce problems or impairments that interfere with their students' ability to derive full benefit from the educational program. (75%)
• Under general supervision, the Assistive Technology (AT) Specialist serves as a specialist supporting special education teachers and students, including 504, who are learning to use and implement a variety of assistive technology devices and systems. The AT Specialist works collaboratively to provide ideas, resources, and training with a variety of assistive technology tools in the general education and special education settings. In addition, the AT Specialist may assist general education classroom teachers with the selection of appropriate curriculum and the development of appropriate strategies to meet the unique needs of students who require Assistive Technology support in the classroom. The AT Specialist will follow the regulations associated with the development and implementation of Individual Education Plans. (25%)

QUALIFICATIONS:

Education/Certification:

• Master's degree in speech-language pathology from an accredited college or university
• Valid Texas license as a speech-language pathologist granted by the Texas Department of Licensing (TDLR)

Special Knowledge/Skills:

• Knowledge and skills related to all areas of Assistive Technology and Assistive Technology Assessment including augmentative and alternative communication, positioning, environmental interaction, vision and hearing, learning and cognition (academic performance), and computer access
• Ability to use the accepted tests and measurements to assess communication disorders and conditions
• Ability to provide professional development relating to Assistive Technology
• Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions
• Ability to instruct and manage student behavior
• Excellent organization
• Ability to communicate well in oral and written form
• Effective interpersonal skills
• Working knowledge of computers, word processing, and software related to the field
• Ability to work independently with minimal supervision in itinerant settings
• Human relations and communication skills to work effectively with students, parents, school administrators, and school staff
• Ability to prepare effective plans and maintain proper records
• Specific skills related to proficient use of technology systems, computers, and electronic communication devices and the ability to develop, implement, monitor speech, language, and communication programming and supports

Experience:

• Minimum 1 year

MAJOR RESPONSIBILITIES:

Therapy:

• Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP)
• Evaluate student progress and determine continuation or readiness for termination of therapy services
• Keep update paperwork regarding services provided as required by TEA, TDLR, and IDEA
• Assist in Programming and monitor augmentative communication devices, design low-tech devices, and consult on communication devices

Assessment:

• Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for services
• Develop clinical management strategies or procedures and diagnostic statements by interpreting observations or data
• Participate in the Admission, Review, and Dismissal (ARD) Committee to assist in the interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or  conditions according to district procedures
• Administer initial assessments and re-evaluations as required for FIE
• Write FIE report per multidisciplinary team (MDT) process per TEA, IDEA, and District Guidelines
• Communicate results of FIE with parents and district staff
• Provide consultation for school staff and contract assessment in complex situations
• Perform screenings as appropriate

Consultation:

• Counsel and involve parents in the remedial process
• Provide consultation to, collaborate with parents, special education, and general education teachers to support IEP goals and objectives in all  campus settings
• Collaborate with classroom teachers to plan and implement classroom activities to improve the communication skills of students not directly on caseload and on caseload
• Provide professional development in assigned schools to help school personnel identify and understand communication deficits
• Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and the needs of the student
• Provide consultation to school staff and contract assessment service providers in complex situations
• Provide consultation to district administrators, assessment personnel, and instructional staff as needed to address speech and language needs presented by special education students
• Provide consultation to other district teams (e.g., Educational Diagnosticians, and School Psychologist) as necessary for efficient program management

Student Management:

• Create an environment conducive to teaching and appropriate for the maturity level and interests of students
• Establish control and administer discipline according to the Student Code of Conduct, the Student Handbook, and the student’s Behavior Intervention plan if applicable
• Provide consultation to, collaboration with, classroom teachers and staff to aid in the identification of student needs and response to intervention efforts and documentation

Administration:

• Compile, maintain, and file all reports, records, and other required documents including applications for NPI number and SHARS billing within timelines
• Comply with policies established by federal and state laws, State Board of Education rule, TDLR, and district/board  policy
• Provide consultation to, collaboration with, classroom teachers and staff to aid in the identification of student needs and response to intervention efforts and documentation
• Participate in professional development activities to improve skills related to job assignment
• Provide documentation of RTI, therapy, ARD’s, student intervention teams, assessments, etc. upon request
• Comply with TDLR rules and regulations as required to maintain a license
• Collaborate and work well as part of a team
• Compile, maintain, and file all reports, records, and other required documents including applications for NPI numbers  as well as documentation required for Medicaid and SHARS billing  within required timelines
• Follow the A-Z Special Education Operating Guidelines

Admission, Review & Dismissal:

• Complete ARD paperwork within TEA, IDEA, and district policies
• Maintain audit files, electronic files, and paperwork that is required with District policies/procedures

Assistive Technology:

• Conduct Specialized Student Assessments and Evaluations to make recommendations regarding the selection, modification, and implementation of Assistive Technology
• Be well-versed in a multitude of measurement techniques
• Select appropriate measurement tools
• Create accurate and complete clerical aspects of measurement
• Clearly communicate analysis of results and recommendations
• Train consumers, caregivers, site staff, and other professionals in best practices with assistive technology
• Demonstrate responsiveness in supporting teachers' instructional needs, including; support instruction by being aware of teachers' resource needs, search out and provide, or make teachers aware of, available and appropriate learning resources consults with teachers regarding the appropriate use of resources
• Maintain appropriate certifications and training hours as required

Assistive Technology Equipment Management Duties:

• Maintain documents, files, and records (license information, usage logs, inventory, etc.) for the purpose of providing up-to-date reference information
• Transport a variety of items (e.g., devices, equipment, supplies, etc.) for the purpose of providing materials in the classroom or transporting equipment for repair and/or modification
• Identify basic problems with assistive technology programs and devices and troubleshoot solutions
• Repair assistive devices, peripherals, and request reinstalls of software for the purpose of maintaining equipment in a safe and functional operating condition
• Adapt specialized assistive devices to individual student needs (e.g., adjusting equipment, keyboards, communication devices, configuring software, etc.) for the purpose of enhancing the communication of special education students

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Motion: Frequent walking and reaching, frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Ability to interact positively and proactively with students with behavioral concerns, communicate verbally and in writing
• Professional Dress: Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  Visible tattoos will be covered at all times

EVALUATIONS: 

• Performance of this position will be evaluated annually