Specialist of Auditory Impairment-Deaf Education - Special Education Teacher (26-27 school year)

POSITION TITLE: Specialist Auditory Impaired-Deaf Ed

EXEMPTION STATUS: Exempt

REPORTS TO: Coordinator of Instructional Services – Special Education

TERMS OF EMPLOYMENT: 10 months- 2026-2027 school year

Primary Purpose:

Serve as a resource for teachers to identify and demonstrate instructional strategies, best practices, and interventions to promote maximum success for students with auditory impairments in all areas of the curriculum.  On occasion provide instruction in the compensatory and special skills areas related to hearing loss, such as:  auditory skills.  Assess students’ needs in compliance with the child-centered process for the development of the full and individual assessment.  Travel to campuses and provide services to support students’ placements by providing consultant and technical assistance to teachers and related service personnel in areas unique to the auditory impairment, as indicated in the students individualized education plan.  Provide the same services for students, parents, and related services personnel for non-school age children served in their homes.

Qualifications:

Education/Certification

Bachelor’s Degree

Valid Texas teaching certificate in the education of students with auditory impairments

Master’s Degree, preferred

Special Knowledge/Skills

Adequate knowledge of Sign language and related technologies

Adequate knowledge of functional hearing and its implications in the learning process

Knowledge of assessment instruments, policies, and procedures unique to students with hearing impairment

Knowledge of core curriculum and effective instructional strategies

Successful classroom teaching experience

Strong organizational, communication (verbal and/or sign), and interpersonal skills

Knowledge of the resources available for students with multiple and hearing impairments

Experience:

Three years classroom teacher experience

Major Responsibilities and Duties:

Instructional Support

• Assist teachers individually and in small groups as directed by the special education supervisor, principal or IEP.
• Demonstrate best practice lessons for teachers in their classrooms.
• Incorporate strategies that align with the District’s curriculum.
• Communicate with teachers to develop effective classroom teaching strategies and monitor the progress of students with auditory impairments.
• Evaluate students to support teachers in ongoing instructional decision-making.
• Model best practices in small group instruction by working with targeted students in classrooms.
• Provide direct instructional services to students with auditory impairments as outlined in the IEP.
• Supply classroom teachers with equipment, materials and strategies to support students with auditory impairments.  This may include extensive collaboration with technology department staff to purchase and/or install appropriate supports for adaptive equipment and devices.
• Assist students in developing maximum use of auditory and residual hearing.

Student Assessment and Development

• Assess students’ functional auditory and learning media, and develop assessment reports to determine eligibility.
• Provide technical assistance to other assessment staff prior to any assessment administration by non-Auditory certified staff.
• Assist teachers in interpreting assessments and writing IEPs that reflect appropriate learning medium to determine needs of students.
• Collaborate with teachers to incorporate information derived from assessments to promote effective instruction.
• Assist teachers with implementing appropriate resources to maximize student progress.
• Continuously assess functional auditory in total school environment; academic setting, cafeteria, physical education setting, music classroom, and other settings for electives.
• Screen and assess new referrals in collaboration with other assessment staff in the development of the full individual assessment.
• Provide the student and parents with information of available resources (Brochure put out by Texas School for the Deaf) at the annual ARD.
• Re-evaluate students’ functional auditory examinations every three years to update assessment data.

Consultation

• Consult with teachers, parents, caseworkers, audiologist, community agencies, orientation and mobility, and others regarding students with audio impairments.
• Prepare for and attend Admission, Review, and Dismissal Committee meetings.
• Attend examinations with an Audiologist.
• Provide services to students with audio impairments at times when the student is not enrolled in school, by providing consultation and technical assistance to community members such as scouts, church, or sources of community participation.

Professional Growth and Development

• Attend state conferences and other training opportunities for service, strategies, and technology available for instruction and assessment of students with auditory impairments.
• Assist in providing training that emphasizes scientifically researched instruction and the latest expertise in the area of instructional design and technologies for students with auditory impairment. 
• Utilize information from professional learning to demonstrate effective implementation in classrooms.
• Train tutors and others in best practices and scientifically researched resources that relate to the needs of students with auditory impairments.

Mental Demands/Physical Demands/Environmental Factors

• Tools/Equipment Used: Standard office equipment, computer, peripherals, electronic devices
• Posture: Prolonged sitting and standing, occasional kneeling/squatting, bending/stooping, pushing/pulling, twisting
• Motion: Frequent repetitive hand motions, keyboarding, use of mouse, wrist flexion/extension
• Lifting: Lifting and carrying up to 30 pounds without assistance, 30-55 pounds with assistance, and more than 55 pounds with appropriate assistance
• Environment: Work is performed in a classroom and office setting; frequent in-district travel; occasional irregular and/or prolonged hours
• Mental Demands: Maintain emotional control under stress, work with frequent interruptions