High Desert ESD celebrates all cultures and languages and is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive considerations for employment without regards to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.
Assistive Technology/Augmentative Communication Specialist
40 hours/week, Monday-Friday, 189 days/year, Beginning 2024-25 school year
Position will be based at the Twin Knolls Building, Bend, OR
Starting: August 26, 2024
Salary Range: As established by bargaining agreement, 2024-25 Licensed Salary Schedule (based on experience and education).
Benefits include family insurance package, paid sick leave and holidays, tuition reimbursement program, generous PERS contribution.
Definition
The Assistive Technology/Augmentative Communication Specialist provides consultation, coaching, and training. We provide assistance in identifying, evaluating and providing services to students birth to 21 who require assistive technology and augmentative communication. The specialist works collaboratively with District and ESD personnel, to determine the appropriate assistive technology tools for students.
Qualifications
Requires either a MA/MS in Speech/Language Pathology with a valid SLP license from the Oregon Board of Examiners for Speech Language Pathology prior to the first day of employment OR a valid Oregon Special Education Teaching License through Teacher's Standard and Practices Commission (TSPC) OR licensure appropriate in the field of Occupational Therapy is required, OR an AT equivalent such as Assisitve Technology Professional (RESNA ATP).
Prefer at least two years experience in a school setting working with teachers, parents, and staff providing evaluation, direct service, training, coaching, and consultation. Prefer knowledge/experience with use of Assistive Technology devices and programs.
Must have access to reliable transportation, and a willingness to travel to serve schools/students in different counties.
Consistent attendance required. Ability to perform significant reaching, bending, stooping, crouching and lifting (25) pounds is expected.
Classification Licensed
Reports To Director Special Programs and Services
Performance Responsibilities

1. Consult with IEP/IFSP team to determine AT needs and accommodations to facilitate participation of students in the classroom in education activities.
2. Recommend and assist with acquiring AT equipment as supported by assessments and consultation.
3. Remain current with developments in the AT field by participating in continuing education opportunities.
4. Define measurable objectives to monitor progress toward achieving stated IEP/IFSP goals regarding technology.
5. Train staff, parents, and students in use of various AT devices including both hardware and software applications.
6. Troubleshoot technical difficulties, provide technical assistance, and perform basic maintenance on A to Z Equipment.
7. Identify, research, and recommend purchases of AT equipment to maintain the equipment Loan Bank.
8. Program specialized software to meet requirements of specially-designed instruction including adapting general education curriculum.
9. Evaluate, assess, and collaborate with staff on AT needs, and complete written reports as necessary.
10. Work alongside disability specific specialist (e.g., teachers of the visually impaired, teachers of the deaf hard-of-hearing, autism consultants, traumatic brain injury specialists, occupational therapist, and physical therapist, etc.) plan and Implement interventions and supports to increase and promote student access.
11. Collaborate with school-based in early childhood professionals to assess and problem-solve access barriers for students with low incidence disabilities, and plan and Implement Solutions
12. Model techniques and the use of tools to engage students with sensory, physical, and neurodevelopmental disabilities.
13. Develop and disseminate resources related to best practices in research supported methods for serving and supporting students qualifying for AT services.
14. Demonstrates computer skills in both Dell, Apple, and Windows products.
15. Demonstrates skill in written and oral communication.
16. Demonstrates skill in consultation and collaboration when working with diverse groups and individuals.
17. Ability to travel between locations served by High Desert Educational Service Regional inclusive services.
18. Operates a variety of Adaptive Technologies designed for students who experience disabilities
19. Ensure efficient and timely completion of office and program projects and activities
20. Work effectively with team members
21. Support the academic needs of culturally, linguistically, and/or socioeconomically diverse students and families including those from a low-income background and with whom English is a second language
22. Demonstrate understanding and patience towards students with learning, emotional, and or physical impairment challenges
23. Serve as an effective role model for students
24. Demonstrate confidence, tact, confidentiality, professionalism, discretion, and sound judgment
25. Demonstrate adaptability to changing circumstances and priorities within the learning environment
26. Demonstrate a willingness to work collaboratively as an educational team member
27. Maintain confidentiality of student information and Records in accordance with local, state, and federal laws
28. Communicate effectively both orally and in writing.
29. Fulfill other related duties as assigned
30. Ability to perform significant reaching, bending, stooping, crouching and lifting 25 pounds is expected.
31. Demonstrate knowledge of laws, rules, policies, and trends regarding special education, assistive technology and augmentative communication
32. Understand and apply best practices, methodologies, and procedures in speech language development and augmentative communication devices and apps/systems
33. Understand and apply current methodologies in regards to literacy , educational access, and AEM
34. Ability to evaluate students to determine their need for Assistive Technology and/or Augmentative Communication
35. Collaborate with district speech and language pathologists to assess the communication skills of the students
36. Assist teachers, parents and speech language pathologists in planning programs and developing Individual Family Service Plan (IFSP) or Individual Education Program (IEP) goals and objectives related to augmentative communication and/or assistive technology.
37. Collaborate with district teams to make decisions regarding specific assistive technology and/or augmentative communication tools that will ensure student participation and access in all educational environments.
38. Provide training to District and ESD programs on the use of assistive technology and augmentative communication
39. Assist in implementation of augmentative communication programs and assistive technology tools to meet IFSP/IEP goals
40. Provide training/coaching and technical assistance to students, staff and families as needed (via face to face, webinars, website resources)
41. Understand and apply best practices, methodologies, and procedures in speech language development and augmentative communication devices and apps/systems

Terms of Employment A contract renewable annually by the Board of Directors, under the terms and conditions of the statutes and administrative rules of the State of Oregon, conditioned upon successful evaluations and the employee's maintenance of a current, valid teaching credential or SLP license. Salary and benefits are established by policy and collective bargaining agreement.