ASSISTIVE TECHNOLOGY FACILITATOR (0.4FTE) / SPEECH AND LANGUAGE PATHOLOGIST (0.1) FTE -

ASSISTIVE TECHNOLOGY FACILITATOR (0.4FTE) / SPEECH AND LANGUAGE PATHOLOGIST (0.1FTE) Job ID: 1561 | Location: DESC/Miner | Date Posted: 5/5/2026 | Date Available: 08/11/2026 Position Type: Related Services / Assistive Technology Employment Status: Casual, 0.4 FTE for AT Specialist; 0.1 FTE for Speech Language Pathologist

GENERAL INFORMATION

Title: Assistive Technology Facilitator (0.4 FTE) / Speech Language Pathologist (0.1 FTE) @ MINER Licensure: Professional Educator License (PEL) – Teaching or Non‑Teaching Endorsement: No Endorsements Required Classification: Certified Licensed – 195 – 10 month FLSA Status: Exempt Reports to: Related Services Coordinator Salary Classification: Per NSSEA Salary Schedule – starting at Lane V Step 0 – Pending Negotiation Reviewed/Revised: 2/2023

PURPOSE

AT FACILITATOR: Under general supervision, the AT Specialist works directly with students and teams in NSSEO and member district programs to develop, implement, and monitor Assistive Technology Services. The AT Specialist provides evaluation, modeling, and training to staff and parents on the full continuum of technology supports, and functions as a diagnostic team member with ongoing technical assistance to students, staff, and parents. SPEECH LANGUAGE PATHOLOGIST: Provides diagnostic therapeutic services to students identified with speech/language impairments. Must demonstrate knowledge of speech and language communication needs, cognitive and social aspects of communication, modalities impacted by hearing loss, second language acquisition, and oral‑motor function and feeding skills.

ESSENTIAL FUNCTIONS

AT FACILITATOR

Collaborate with colleagues and parents to share information and expertise to plan and implement effective student programs with assistive technology consideration. Interpret, integrate, and synthesize evaluative information to make recommendations for assistive technology interventions and services. Support site‑based leaders in the meaningful use of accessible technology and consideration of individual student needs through training, coaching, and mentoring. Serve on multidisciplinary teams for developing, evaluating, and making recommendations for student programming and IEP participation related to AT problem‑solving. Provide diagnostic services for students referred through a systematic referral process for assistive technology needs. Provide in‑service training and consultation to staff and parents to facilitate student use of assistive technology across settings. Assess students’ performance in visual, auditory, communicative, academic, behavioral, and environmental controls. Participate in professional growth activities annually, including recertification, workshops, and internal offerings. Maintain accurate records of student performance data and time studies. Participate in building or program activities and meetings to promote collaboration and adherence to policy. Use technology to communicate, compile reports, and collect data for accurate records and communication with team members, parents, and district staff. Explore field‑relevant technology to identify appropriate assistive tools and stay current with best practices.

SPEECH LANGUAGE PATHOLOGIST

Assess students’ communication skills for identification of disorders, program eligibility, and recommendation of treatment. Collaborate with colleagues and parents to plan and implement effective programs, including augmentative and alternative communication interventions. Collaborate with staff and parents on oral‑motor skill development and functional needs such as feeding. Collect, interpret, integrate, and synthesize evaluative information to recommend speech/language interventions. Advise on second‑language learning issues and appropriate interventions. Instruct students in the use of communication technologies (hearing aids, FM systems, AAC devices, etc.) in compliance with guidelines and legal requirements. Interpret medical reports to inform treatment plans. Maintain files and records (progress reports, logs, treatment plans, documentation, quarterly reports, screening results) for compliance and reference. Provide screening and diagnostic services for students referred through a systematic referral process. Participate in workshops, seminars, and in‑service training to enhance professional development. Participate in IEPs, develop, monitor, and report on goals; design interventions using research‑based best practices. Provide speech and language services using various models (integrated therapy, small group, 1:1) as appropriate. Utilize and recommend technology and assistive technology to facilitate student communication access.

OTHER FUNCTIONS

Use professional skills in evaluation, development, implementation, and monitoring of assistive technology. Assume responsibility for continued professional growth. Assume duties and special projects as assigned. Support NSSEO policy, NSSEO and governing board goals, and the School Code of Illinois.

WORKING ENVIRONMENT

Perform physically demanding tasks requiring strength and endurance for lifting, carrying, pushing, or pulling; occasional climbing and balancing. Regular fine‑motor dexterity and upper‑extremity physical capabilities required. Exposure to temperature extremes, hazardous conditions, or risk of injury is minimal or absent.

MINIMUM QUALIFICATIONS

Valid Professional Educator’s License (PEL) – Teaching or Non‑Teaching. Experience with Assistive Technology or an Assistive Technology Certificate. Ability to travel within NSSEO and member districts and move about district buildings as necessary. Complete twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques. Ongoing training to update knowledge and implementation of assistive technologies. Maintain confidentiality, meet deadlines and schedules, and make data‑driven decisions. Independently problem‑solve, schedule daily activities, and communicate effectively with staff and parents.

SPECIFIC REQUIREMENTS

Proficiency in technology use including internet access, email, phone systems, and software is required. The candidate must be willing to upgrade skills as needed to meet changing job conditions. Specific abilities required include communicating with diverse groups, maintaining confidentiality, meeting deadlines, completing work accurately with minimal supervision, teamwork, and a positive attitude. Responsibilities include working under limited supervision following standard procedures; leading, guiding, and coordinating others; and operating within a defined budget. This role offers continual opportunities to significantly impact the organization’s services.

EEO STATEMENT

All qualified applicants are considered for employment. Equal opportunity employer. #J-18808-Ljbffr Northwest Suburban Special Education Organization