PRIMARY FUNCTION: This position is responsible for providing technical assistance to local school system personnel related to the assistive technology needs of children with disabilities.

REPORTS TO: Program Manager, Exceptional Children
SALARY SCHEDULE: Teacher
WORK DAYS: 190
REQUIREMENTS:
Educational Level: Bachelor's degree in special education, occupational therapy, speech language therapy; or related field

Preferred
• Master's degree in special education, occupational therapy, speech-language therapy; or related field.

Experience, Skill and Certification:

• Valid professional certification in Special Education
• At least three (3) years of classroom teaching experience or job related experience.

Preferred

• Advanced knowledge of fundamentals, terminology, technique, equipment and materials of access and adaptive technology (including low, mid, and high tech tools).
• Advanced computer and technology skills.
• Experience in conducting assistive technology evaluations.
• Experience in developing and implementing assistive technology programs for students with various disabilities and communication needs.
• Ability to work cooperatively with parents, service providers, and other professional staff.

ESSENTIAL DUTIES:

1. Serves as a resource to school staff members in the development and implementation of assistive technology programs.
2. Provides an assistive technology program to meet individual needs of communication-impaired students.
3. Assists and guides teachers in observing, describing, and providing feedback on technology strategies, as well as other instructional programs to promote student growth.
4. Provides thorough assistive technology evaluations and ongoing technical assistance regarding students' assistive technology implementation plans.
5. Serves as a member of a multi-disciplinary assessment team to include the Response to Intervention (RTI) process.
6. Assists in proper referrals of individuals to agencies and specialists in the community as appropriate.
7. Collaborates with classroom teachers and other service providers to implement assistive technology programs for the student's daily activities.
8. Provides information, support, and counseling to parents and families when appropriate.
9. Keeps thorough ongoing records and data collection for the individual student receiving assistive technology.
10. Assumes primary responsibility for the selection, acquisition, adaptation and maintenance of assistive technology devices and supplies.
11. Provides in-service training and Staff Development Training on the implementation of assistive technology as required.
12. Trains and maintains an Assistive Technology team in the district.
13. Performs other duties as necessary for the effectiveness of the organization and the safety of students.

Terms of Employment
Incumbents will receive an annual contract. The work calendar will be 190 days. Salary will be determined based on level of certification and allowable experience.

Non-Essential Responsibilities
A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.

Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

[ ] OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.
[X] CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.

EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS
[ ] Heavy lifting of up to pounds
[ ] Frequent climbing up to feet, and/or working on building roofs.
[ ] Exposure to heavy dust, dirt, chemical or paint fumes, or other airborne matter.
[ ] Exposure to extreme heat, electric current, hazardous chemicals or other potential hazards.
[ ] Sitting or standing for extended periods with no control over rest periods.
[X] Other: Must understand and be able to use proper techniques for lifting and restraining individuals with disabilities.