Under the direction of the School Leader and the special education leadership team, screen, assess and identify students with communication disorders which adversely affect their educational progress. Develop plans for, and provide, provide direct and indirect services within the student's educational setting, based on established IEP goals and objectives.
Heavy travel to primarily the Detroit and Flint areas.
. Screen, assess and identify students with communication disorders which adversely affect their educational process. Prepare written evaluations and maintain records which clearly and succinctly document services to be provided, student progress and discharge from therapy as recommended to the IEP/child study team. Comply with evaluation standards and determine eligibility for services based on the local, state, and/or federal guidelines for students with disabilities.
. Effectively communicate assessment results, diagnosis and proposed treatment plans.
. Participate in the multidisciplinary team process regarding eligibility issues, Individual
Education Plan (IEP) development, consultation services and service delivery models.
. Develops treatment plans consistent with the IEP. Reviews therapy goals and objectives and
make recommendations for changes as appropriate.
. Deliver speech therapy in compliance with IEPs by employing instructional/therapeutic methods and materials that are appropriate for meeting each student's goals and objectives.
. Operate and maintain a variety of therapeutic equipment and train others in use of the
equipment as necessary.
. Assess, select and develop augmentative and/or alternative communication systems and
provide training in their use.
. Participate in hearing screening programs to identify and refer students with suspected hearing
impairment and/or middle ear disorders.
. If applicable, supervise and coordinate the activities of speech pathology assistants and interns.
. Communicate with students who have disorders of communication, their families, caregivers and other service providers relative to the student's disability and its management. Assist instructional staff in developing or modifying classroom activities to meet the communication needs of the student(s); assist in implementation, to the greatest degree possible, of an inclusive approach to special education for students with communication disorders.
. Communicate with appropriate agencies, schools and other organizations as needed in order to meet the needs of students with communication disabilities.
. Maintain current knowledge regarding instructional and technological advances and other matters concerning speech-language therapy, by attending and participating in professional workshops and conferences or through other appropriate avenues.
. May provide in-service training to other professionals and paraprofessionals.
. Performs other duties consistent with the position as may be assigned.
. A teaching certificate with an endorsement in speech pathology OR a Certificate of Clinical Competency in speech pathology OR a master's degree and any combination equivalent to a master's degree in the area of speech-language pathology from an accredited program in speech-language therapy sufficient to enable the candidate to be deemed “highly qualified.”
. Knowledge of principles and techniques of speech-language therapy, training and supervising staff as acquired through professional preparation and experience.
. Knowledge of methods and procedures for assessment and treatment of communication disorders (speech sound production and use, receptive and expressive language, fluency, voice, oral motor, etc) as acquired in training and experience.
. Knowledge of state and federal laws and regulations regarding special education records, due process, service provision and speech language pathology; knowledge of state laws and regulations governing the practice of speech-language pathology and academy policies and procedures as acquired through education and experience.
. Demonstrated ability to effectively provide speech-language therapy to eligible students, develop and evaluate the appropriateness of treatment plans (IEPS), develop student rapport and establish a positive therapeutic atmosphere., communicate and work effectively with the families of students with disabilities, work collaboratively with other professionals, maintain student records and prepare reports, prepare effective written evaluations and reports, and operate and maintain therapeutic and office equipment, as acquired through training and/or prior experience. At least one year of prior experience is preferred.
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