Location: Dunlap,IL, USA
Duties
Essential Functions
* Support IEP/IFSP teams in completing assistive technology assessments
* Provide technical assistance and support to school personnel and families with implementation of assistive technology
* Provide professional development opportunities to connect staff and families with training
* Troubleshoot technical difficulties and provide technical assistance and basic maintenance for assistive technology devices
* Participate as a team member when IEP/IFSP teams need additional expertise to consider and implement assistive technology programs
* Lead SETT meetings to match the needs and abilities of students with the right assistive technology tools
* Oversee District collection of AT tools
* Assist with assuring District compliance with consideration of AT per federal guidelines
* Establish District policies and protocols for implementation of AT
* Lead an AT team to support staff and students, while advancing initiatives
Assessment, Diagnosis, and Evaluation
Skills
* Analyze, summarize, and report student performance data to aid instructional decision-making regarding technology
* Identify functional needs, screen for functional limitations, and identify if the need for a comprehensive assistive technology evaluation exists
* Refer for additional evaluation regarding technology if adequate data is not available for plan development
* Recognize the need for further evaluation regarding technology, and refer to other professionals when appropriate
* Recognize poor outcomes regarding technology needs, and evaluate and reinitiate the process as needed
* Work with assistive technology team members to identify assistive technologies, both hardware and software, that can help individuals meet the demands placed upon them in their environments
* Define measurable objectives to monitor progress toward achieving stated goals regarding technology
* Observe and measure consumer's performance with the assistive technology after a period of initial use
* Compare actual performance with anticipated performance and the goals stated in the intervention plan
* Interview the consumer, the family, and caregivers to determine if the technology solution meets their present and future needs
Communication and Collaborative Partnerships
Knowledge
* Roles that related services personnel assume in providing technology services to special education students
Skills
* Recognize the need (how, when, where) to refer a consumer to another professional regarding technology
* Identify assistive technology team members and their roles
* Design and implement integrated technology classroom activities that involve teaming and/or small group collaboration
* Collaborate with consumer and other team members in planning and implementing the use of assistive and adaptive devices
* Participate in collaborative projects and activities involving technology
* Demonstrate effective group process skills
* Communicate effectively including listening, speaking, and writing on technology issues
* Advise general education teachers about the use of technology systems with special education students who are mainstreamed into their classes
Instructional Content and Practice
Knowledge
* Procedures for evaluating computer software and other technology materials for their potential application in special education programs
Skills
* Identify elements of the special education curriculum for which technology applications are appropriate and ways they can be implemented
* Design, deliver, and assess student learning activities that integrate computers/technology for a variety of student populations
* Design student learning activities that foster equitable, ethical, and legal use of technology by students
* Identify and operate software that meets educational objectives for students in multiple educational environments
* Use computers to support various stages of the learning process and to facilitate student reporting of educational achievements
Philosophical, Historical, and Legal Foundations of Special Education
Knowledge
* Legislation and regulations related to technology and their implications for special education
Skills
* Articulate a philosophy and goals for using technology in special education
* Use technology-related terminology appropriately in written and oral communications
Qualifications
* Bachelor's degree with major in Special Education, Speech and Language Therapy, Occupational Therapy or related field
* Five or more years of experience providing direct services in the area of assistive technology. Preference is given to individuals who have an AT credential from a college or university
* Recent experience performing functional assistive technology assessments in a school setting and knowledge of how to integrate assistive technology use into curriculum and functional life skills
* Knowledge of a wide range of assistive technology devices such as computer software, augmentative communication devices, low tech assistive technology tools and technology for hearing and vision disabilities as well as hands-on experience with these devices
* Computer skills in both Macintosh and Windows platforms including the ability to complete basic troubleshooting and repairs of both platforms
* Demonstrated skill in consultation and collaboration with a variety of IEP and IFSP teams
* Demonstrated skill in written and oral communication
* Experience designing and delivering professional development opportunities
Salary/Benefits
Regionally competitive
Link to District/Third Party Online Application Web Page
Email Address
...@dunlapcusd.net
School District
Position Website
ILearn Link
ILearn
Report Card Link
District Report Card
Job Posting Date
4/9/2024
Start Date
8/1/2024