7755-Assistant Speech-Language Pathologist

Assistant Speech-Language Pathologist

Primary Purpose: To help reduce or eliminate communication disorders that interfere with the individual student's ability to derive benefit from the district's education program.

Qualifications: Certification/Education: Bachelor's degree from an accredited university; AND Valid Texas license as an Assistant in Speech Language Pathologist. Special Knowledge/Skills/Experience: Ability to use the accepted tests and measurements to assess communication disorders and conditions. Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions. Ability to instruct and manage student behavior. Excellent organizational, communication, and interpersonal skills.

Major Responsibilities and Duties: Work with SLP Supervisor to participate in Full and Individual Initial Evaluations as part of the multidisciplinary evaluation team to identify students who may be eligible for speech and language services. Work with SLP Supervisor to participate in re-evaluations of identified students in accordance with state and federal regulations. Participate in the development of and implement Individual Educational Programs for students with speech impairments. Participate in the creation of a high quality instructional speech and language program for the student. Plan, schedule, and implement all direct and/or indirect services as written in the IEP. Provide services in the inclusive setting and coordinate intervention with general education staff. Plan and use appropriate instructional / learning strategies, activities, materials, and equipment that reflect accommodations and/or modifications for individual needs of students assigned. Under the direction of the SLP Supervisor, prepare for Admission, Review, and Dismissal (ARD) Committee meetings by: Updating existing IEPs Completing present levels of academic and functional performance (PLAAFPs) Drafting accommodations and/or modifications for general education instruction Drafting new IEP goals and objectives to send home to parents for review Schedule and conduct (if appropriate) annual ARD meetings for speech only students, as appropriate. After the Admission, Review, and Dismissal (ARD) Committee meeting: Distribute IEP paperwork to all teachers who will be responsible for implementing accommodations and modifications for the speech only student Provide and utilize supplemental aids and services as determined by the ARD Committee Implement the student's IEP Provide written evidence of student growth toward IEP goals and objectives by completing progress reports Assist in the intervention process for students who are suspected of having a speech impairment. Schedule and facilitate staffings of children served, as needed. Provide parent training in the areas of speech and language, as needed. Proactively seek parent support and input by communicating with them concerning the needs, problems, and progress of their child. Take part in district inservice and public awareness presentations. Attend and participate in inservice opportunities designed to enhance the skills of the special education staff. Monitor and maintain student's audit folders and other service related educational records. Maintain confidentiality of student records and information discussing issues only with the educational team responsible for the student's educational program. Provide appropriate service coordination for children. Participate in MAC Time Studies when selected. Follow billing and reimbursement procedures for Medicaid. Perform other duties and responsibilities as assigned.

Supervisory Responsibilities: None

Working Conditions: Mental Demands: Ability to communicate effectively (verbal and written); maintain emotional control under stress; interpret policy, procedures, and data; coordinate district functions; coordinate campus support functions Physical Demands/Environment Factors: Regular district-wide travel to multiple work locations as assigned. Moderate lifting and carrying. May be required to lift and transfer students to and from wheelchair or assist with positioning for students with physical disabilities. Frequent standing; stooping; bending; kneeling; pushing and pulling; possible heavy lifting of students. Biological exposure to bacteria and communicable diseases; exposure to students who may display violent behavior