School Speech-language Pathologist

School Speech-language Pathologist (NS)

Utilizing leadership, advocacy, and collaboration, school-based speech-language pathologists provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their educational goals. Below are the major functions of the speech-language pathologists employed in educational environments. Each function is followed by related evidences. Because each work situation is different, it is not likely that all of the evidences will be demonstrated by all speech-language pathologists.

•Planning and Oversight •Screening, Testing, Diagnosing and Advising Managing, Conducting Therapy •Adhering to Local, State, Federal Regulations and Ethical Practices •Liaison

Knowledge Skills and Abilities/Management Preferences

*70% Direct Services: All of these activities are completed independent of direct supervision:

• Individual and/or Group Therapy Sessions: This includes special emphasis in the following areas: receptive and expressive language; articulation; speech reading; voice; fluency; certain aspects of aural habilitation which are necessary for the development of speech and language skills; and the use of and training of augmentative communication systems/devices with students identified as having this need. The Speech Language Pathologist also provides sessions within the classroom working with staff/students in regards to Standard Course of Study and Individualized Educational Plans (IEP) goals.
• Speech Language Evaluations: Speech Language evaluations involve performing specific standardized, as well as non-standardized tests, to determine the range, nature and severity of the speech language impairment. Testing procedures may include, but are not limited to the areas of: articulation, voice, speech reading, receptive/expressive language, and certain aspects of aural habilitation which are necessary for the development of speech language skills. Adaptation and flexibility of testing procedures are often necessary in order to obtain reliable/valid results from younger students and difficult to test students. These tests are completed on an as needed basis. Completion of evaluation reports is included in this area.
• Preparation of individual IEP's for students.
• Development of session activities for treatment of communication needs.

*10% Indirect Services: All of these activities are completed independent of direct supervision, but are reported through Outreach Services forms.

• Consultation with other professionals dealing directly with caseload and with students that do not receive direct services.
• Supervision of and/or observation of graduate student interns and/or candidates for Certificate of Clinical Competence (CCC).
• Attend and actively participate in meetings such as departmental, curriculum and teacher meetings. Also act as an interdisciplinary team member by participating in IEP's.

*5% Education: Most are completed independent of supervision.

• Provide consultative services to classroom teachers in order to inform them of various communication techniques employed by individual students that should be reinforced in the academic setting.
• Provide consultative service to classroom teachers regarding language sampling, interpretation of test data and specific techniques for classroom intervention.
• Provide consultative services to parents in regards to their child's overall communicative needs.
• Share with educators and parents information regarding materials, books, and supplies designed to enhance the communication skills of deaf and hard of hearing children.
• Provide in-service programs for educational/residential staff in regards to speech/language concerns of deaf and hard of hearing students.
• Provide workshops/consultative services to local school units, college programs, other professionals, etc., in regards to Speech/Language concerns, IEP's, state guide-lines, etc., for the deaf and hard of hearing child.
• Participate in continuing education activities in order to keep up with current trends in deaf education, speech/language/auditory techniques with this population, professional issues, etc.
• Utilize community agencies and resources to meet pupils' needs.

*5% Administration: Most are completed independent of supervision.

• Evaluate regularly the effectiveness of the Speech/Language program and revise as needed, as well as formulate policies and procedures for the ENCSD Speech/Language program, consistent with policies and procedures of the Department of Public Instruction, ENCSD and speech/language professional guidelines.
• Attends and actively participates in meetings such as departmental and curriculum and actively participates in continuing education opportunities.
• Participate as a member of the interdisciplinary team by serving on IEP's.
• Assist in purchasing and maintaining special equipment and supplies for the speech/language program.
• Order equipment and supplies needed for speech/language development at ENCSD.
• Communicate with other professionals, educators, Local Education Agency's (LEA) and DPI facilities by sharing information which will assure that the most effective, efficient, and up-to-date speech/language program is available to students at ENCSD.
• Work with other professionals, health care agencies and community organizations to promote the integration and mutual support of ENCSD students.
• Become familiar with non-governmental funding sources.

*10% Record Keeping:

• Develop and/or participate in the writing of the IEP. Update information following evaluation schedule as to goals achieved, revised and added.
• Maintain records from student contact re: therapy notes, classroom activities, IEP progress reports, etc.
• Write evaluations/reevaluations as needed. Maintain files of test protocols and other pertinent information of each student.
• Complete other forms regarding individual students as needed, i.e. behavioral observations or reports, behavior incidents, etc.
• Maintain appropriate records and documentation for Medicaid services (if holding valid NC licensure).

Other Position Characteristics: Accuracy Required in Work

•Works cooperatively with school personnel to accomplish the goals and objectives of the local education agency.

•Maintains records of the speech-language program and prepares periodic reports as required.

•Obtains additional diagnostic information from appropriate persons and available records for speech-language purposes.

•Analyzes and interprets information to make recommendations regarding the need for speech-language services

•Adjusts intervention strategies based upon student performance.

•Completes procedural documentation appropriately

•Engages in continuing education and professional growth activities related to speech-language-hearing and education

Consequence of Error: That the students' IEPs would not comply with Individuals with Disabilities Education Act (IDEA), No Child Left Behind (NCLB) regulations

Instructions Provided to Employee: Individual Growth Plan (IGP) created with School Lead Teacher

Guides, Regulations, Policies, and References Used by Employee:

• •Abides by professional code of ethics.
• •DPI Policies
• •ENCSD Policies

Supervision Received by Employee: Responsibility for daily supervision is by the academic program supervisor and/or Administrative Officer III. Goals are established through the Individual Growth Plan. Routine and daily assignments are made orally and in writing by the supervisor. Policies, procedures, and directives established by and for the ENCSD will be adhered to.

Variety and Purpose of Personal Contacts:

• •Collaborates/consults with classroom teachers in the management of speech–language disorders
• Provides consultation to parents, teacher and other appropriate school personnel

Physical Effort:

• •Must have dexterity skills to use sign language
• Must have mobility to keep up with students and their movements around campus
• Must have mobility to get down and up off the floor with children

Work Environment and Conditions:

• •Classroom in Vestal Hall
• •Cafeteria
• •Speech language Therapy Room
• •Total School Environment

Machines, Tools, Instruments, Equipment, and Materials Used:

• •Computer and printers; Word, Excel
• •Copier
• •Video Phone System
• •Telecommunications device for the deaf (TDD)
• •Relay

Visual Attention, Mental Concentration, and Manipulative Skills:

• •Corrected vision with normal limits for reading of sign language and supervision of children
• Ability to comprehend sign language and to express self through sign language

Safety of Others: