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

Assistive Technology Facilitator (0.4 FTE) / Speech Language Pathologist (0.1 FTE)

Under general supervision, the Assistive Technology 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. The AT Specialist functions as a diagnostic team member and provides ongoing technical assistance to students, staff, and parents.

The Speech and Language Pathologist is directly responsible for providing diagnostic therapeutic services to students identified with speech/language impairments. The Speech and Language Pathologist must demonstrate knowledge of the nature of speech and language communication needs including the cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning), social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities), communication modalities the impact of hearing loss on the development of speech and language, second language acquisition and oral motor functioning and skills including feeding.

Collaborate with colleagues and parents to share information and expertise to plan and implement effective student programs with the consideration of assistive technology services. Interpret, integrate, and synthesize evaluative information to make recommendations for Assistive Technology interventions and services for the purpose of providing access for students. Knowledge of assistive technology supports and strategies to address academic needs (e.g. AT tools for reading, writing, and executive functioning). Supports site-based leaders in the meaningful and productive use of accessible technology and consideration of student's individual needs through: Training and skill-building opportunities. Coaching and mentoring. Participate, as needed, as a member of a multidisciplinary team for the purpose of developing, evaluating, and making recommendations for students' programming based on individual student needs. Participate, as needed, in Individualized Education Plans for students who are going through the AT problem solving process to determine supports for the purpose of developing an IEP. Provide diagnostic services for students referred through a systematic referral process for the purpose of assessing assistive technology needs. Provide in-service training and consultation to staff and parents for the purpose of facilitating student use of assistive technology across settings. Ability to assess students' performance in the area of visual, auditory, communicative, academic performance, behavior, and environmental controls is required. Participate in professional growth activities on a yearly basis including recertification from CPI, workshops, in-services, professional reading materials, and/or other available offerings at NSSEO for the purpose of increasing professional knowledge. Maintain accurate records (ie. Students performance data, time study) for the purpose of documenting accurate student information, reports, time in districts. Participate in building or program activities and meetings as appropriate for the purpose of collaboration and adherence to building and district policies and procedures. Proficiently use technology to communicate, compile reports, and collect data for the purpose of providing accurate records and communicating with team members, parents, administration, and district staff. Explore field relevant technology and assistive technologies for the purpose of identifying appropriate assistive technologies and keeping current with best practices and up to date tools.

Assess students' communication skills (e.g. articulation, fluency, voice, expressive and receptive language, etc.) for the purpose of identifying communication disorders, determining program eligibility and developing recommendations for treatment. Collaborate with colleagues and parents to share information and expertise to plan and implement effective student programs including augmentative and alternative communication interventions/supports for the purpose of communicating information, resolving issues and providing services in compliance with established guidelines. Collaborate with staff and parents on issues related to oral motor skill development and daily functional needs including feeding for the purpose of providing information and implementation of student IEP goals. Collect, interpret, integrate, and synthesize evaluative information to make recommendations for speech/language interventions and services. Demonstrate knowledge of second language learning issues and how these factors impact second language acquisition; identify interventions appropriate to meet the needs of these students for the purpose providing appropriate speech and language services. Instructs eligible students in the use of appropriate communication technologies (e.g. hearing aids, FM systems, augmentative communication devices, etc.) for the purpose of minimizing the adverse educational impact of communication disorders in accordance with established guidelines and legal requirements. Interprets medical reports, within the scope of the Speech and Language Pathologist's experience, and goals for the purpose of providing information and/or ensuring that treatment/intervention plans are appropriate. Maintains files and/or records (e.g. progress reports, activity logs, treatment plans, required documentation, quarterly reports, screening results, etc.) for the purpose of ensuring the availability of information as required for reference and/or compliance. Provide screening and diagnostic services for students referred through a systematic referral process for the purpose of identifying students needing speech and language services and minimizing the adverse impact of communication disorders. Participate in meetings, workshops, and seminars and provide in-service training and consultation to staff and parents for the purpose of collaboration and professional development. Participate in Individualized Education Plans for assigned students and develop, monitor, and report on goals; determine needs, design interventions utilizing research based best practices, collect, analyze and report on data. Provide speech and language services using a variety of models (e.g. integrated therapy, small group, 1:1 direct service, etc.) when appropriate for the purpose of minimizing the adverse impact of speech and language disorders on student success. Utilize and make recommendations for technology and assistive technologies for the purpose of facilitating student communication access.

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

To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required. To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required. To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required. To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required. Exposure to temperature extremes is seldom or not present. Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present. Frequency of exposure to injury to self and/or others is seldom or not present.

Valid Professional Educators License (PEL) (Teaching or Non-Teaching). Experience with Assistive Technology or Assistive Technology Certificate. Ability to travel within NSSEO and member districts and move about NSSEO and district buildings as necessary. Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques. Ongoing need to attend training and update knowledge and implementation of assistive technologies to meet the changing needs of position. Maintaining confidentiality, meeting deadlines and schedules, and making data-driven decisions for meaningful educational activities. Independently problem-solve, schedule daily activities, and communicate and work effectively with professional staff and parent.