Job Description / Essential Elements:
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SPEECH LANGUAGE PATHOLOGIST, K-8
Job Description Update approved: August 2003
DEFINITION
Under the direction of the site administrator, to plan, organize, and provide diagnostic services and therapy for pupils with oral, language, voice, fluency, auditory acuity disorders; to demonstrate, teach, and instruct pupils in language and speech development processes; to perform diagnostic assessment in determining speech and language performance levels; to assist in the development of academic, social, behavioral, and other educational skill areas; and to do other related functions as required.
ESSENTIAL DUTIES: Personnel in this job classification may perform any combination of the essential duties shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to accurately reflect the principle job elements.
•Identifies and evaluates pupils with speech and/or language handicaps through standard screening procedures.
•Confers with parents and faculty members on pupil progress.
•Participates in the development of the Individual Educational Plan (IEP) for pupils with speech, language, or hearing deficits.
•Implements the prescriptive programs and recommendations of the IEP.
•Reports progress toward goals to parents at each report card period.
•Attend staff meetings as required.
•Interpret the communicatively handicapped program to school personnel and the community.
•Provide in-service regarding language, speech, and hearing to regular and special education staff.
•Reviews, analyzes and evaluates pupil history and background, and makes appropriate recommendations for assessments and program placement.
•Prepares and maintains pupil records in accordance with district protocol.
•Maintains a suitable room environment.
•Prepares, administers, scores, and records the results of pupil evaluations.
•Coordinates, reports and records the IEP team meetings.
•Develops performance objectives and lesson plans which are consistent with established district goals and objectives.
•Counsels, confers and communicates with parents, instructional personnel, and the administrator concerning pupil progress and the interpretation of IEPs.
•Provides individual and group stimulation of speech and language abilities, utilizing behavior modification, oral facilitation, phonemic vocalization, vocabulary development, auditory memory, and expressive language.
•Maintains appropriate standards of pupil behavior, utilizing a variety of behavior management strategies and techniques, emphasizing positive reinforcement and behavior shaping aids.
QUALIFICATIONS
Knowledge of:
Principles, theories, methods, techniques, and strategies pertaining to the diagnosis and remediation of speech and language disabilities;
Developmental, social, and behavior characteristics of multi-age children;
Speech and language remediation goals and objectives, and the trends and research findings of speech and language remediation processes;
Behavior management techniques and strategies;
Physiological aspects of speech and language;
Knowledge of state criteria for speech and language special education eligibility;
Socio-economic, cultural, and language differences of the general school population.
Ability to:
Plan, organize, develop, and conduct an intensified diagnostic and therapy program;
Provide appropriate and effective language and speech therapy experiences for pupils from a wide range of socio-economic and cultural background and with varying mental, social, and emotional abilities;
Effectively assess speech and language disorders and implement sound and appropriate remediation programs;
Provide a stimulating speech and language therapy environment;
Perform research and development functions and activities pertaining to speech and language therapy programs, and to motivate pupils experiencing speech and language difficulties in the resolution of specific speech disorders.
PHYSICAL DEMANDS
The physical requirements below are examples of the physical aspects that this position classification must perform in carrying out the essential job functions.
•Persons performing service in this position classification will exert 10 to 20 pounds of force frequently to lift, carry, push, pull, or otherwise move objects.
•This type of work involves sitting most of the time, but may involve walking or standing for brief periods.
•Perceiving the nature of sound, near and far vision, depth perception, providing oral information, the manual dexterity to operate business related equipment, and handle and work with various materials and objects are important aspects of this job.
Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.
EXPERIENCE AND EDUCATION
Any combination of experience and training that would likely provide the required knowledge and skill is qualifying. A typical way to obtain the required knowledge and skill would be:
EDUCATION: Possession of a Baccalaureate or higher degree from an accredited college or university, with emphasis in speech and language disorders, psychology, linguistics, and language development.
EXPERIENCE: Successful completion of a speech and language clinical experience at a recognized college or university, or two years of speech and hearing service in private practice or in the field of public education.
CREDENTIAL: Must possess any one or more of the following credentials: Clinical Rehabilitation Services Credential (speech, language); Specialist in Special Education Credential in communicative handicaps with advance specialization in language, speech, and hearing; Restricted credential in speech therapy; Exceptional children credential (speech correction and lip reading).
CONDITIONS OF EMPLOYMENT: Insurability by the district’s insurance liability carrier. Employment is contingent upon fingerprint and background clearance, and proof of a recent negative tuberculosis test result.