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Special Education AT/AAC Specialist (23-24 School Year)

Reynolds School District

Job Title: Special Education AT/AAC Specialist

Reports to: Director of Special Education Term of Employment: 186 Days

Classification: Certified

Dept./School: Special Education District-Wide

Primary Purpose:

To provide Assistive Technology (AT) and Augmentative Alternative Communication (AAC) consultation and assessment services to students with complex communication needs. To help school personnel identify appropriate accommodations, modifications, assistive technology devices and services that allow students to benefit from their specially designed instruction and participate in regular education curriculum. To support school teams, families, and other support staff through professional development, consultation, technical assistance, and modeling of best practices. To manage the frequently changing nature and varying schedule of the position to positively work with a broad variety of students, staff, and the community.

Education/Licensure/Training/Testing Required/Bonding:

Current Oregon Teacher license issued by Teacher Standards and Practices Commission (TSPC) with at least one of the following endorsements for K-12: Communication Disorders, Speech Impairment, Special Education OR
Valid Oregon State Board of Examiners license in one of the following areas: Speech Pathology, Occupational Therapy
Oregon Fingerprint and Criminal background check clearance
Valid Oregon Driver’s License


Two years’ experience in selecting and using AT/AAC including computer peripheral devices, related software, voice output communication aids and environmental access devices for children or adults with special needs.
Previous experience working with diverse cultures, teaching styles and successful program models with a focus on inclusive, collaborative models
Demonstrated expertise in research based instructional and behavioral intervention strategies for students with disabilities

Knowledge, Skills, and/or Abilities Required

The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Knowledge of: Relevant education laws, state and district policies, Oregon curriculum, grade level expectations and initiatives and child development patterns; online document sharing programs and how to effectively use them to communicate information with others; assessment instruments and interpretation of test results; assistive technology and alternative augmentative communication tools;

Skills to: Work in a fast-paced, flexible environment; maintain flexibility with changing priorities and responding to staff and student needs. Design/develop/implement appropriate professional development.

Interpersonal Skills: Strong interpersonal skills with demonstrated ability to work effectively with adults from a variety of backgrounds. Focus on resolving conflict; listen to others without interrupting; keep emotions under control; remain open to others’ ideas; contribute to building a positive team spirit.
Language Skills: Communicate fluently in English, verbally and in writing. Effectively present information and respond verbally and in writing to common inquiries from students, parents, administrators, and school staff. Read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.
Reasoning Ability: Solve practical problems and manage a variety of concrete variables in situations where only limited standardization exists. Interpret a variety of instructions furnished in written, oral, diagram or schedule form. Synthesize information from many sources to inform programmatic changes.
Ability to: Work independently, be flexible and work under time constraints. Use word processing software, student management systems, E-mail, and the Internet. Use Excel and Word for data analysis and record keeping; use technology for presentations and display of data. Perform a variety of specialized and responsible tasks, maintain records; establish and maintain cooperative working relationships with students, building staff, and other district personnel; meet schedules and deadlines.

Essential Job Functions:

Evaluate students to determine functional communication skills and appropriate strategies, techniques, systems or devices.
Prepare written evaluation reports that provide information related to present abilities and needed skills, equipment and supports for use in the school setting as well as to secure outside funding for devices.
Provide consultation, technical assistance and follow-up to student, staff and families.
Provide current information and in-service training to both large and small groups of staff and families regarding best practices for supporting students with complex communication needs.
Recommend, provide, adapt and modify materials and equipment to provide communication support in the educational setting.
Collect, record and maintain data related to services, child performance and progress.
Participate in the development and implementation of Individualized Education Programs (IEPs) offering input on appropriate goals, objectives, modifications, accommodations, strategies, behavior plans and/or crisis protocols as needed.
Collaborate with Speech Language Pathologists, Teachers, Educational Assistants and site-based professionals to support ongoing implementation of communication systems.
Facilitate access to local, state and national resources for funding information or other resources to meet child, family and/or staff needs.
Travel to schools as scheduled to provide services to students and/or school personnel.
Assist speech/language pathology assistant (SLPA) activities and services
Participate in the Medicaid billing process for school-based services as directed.
Maintain compliance with state and federal timelines per IDEA and applicable Oregon Revised Statutes.
Maintain the integrity of confidential information relating to agency records and data, students, families, colleagues, or district patrons. Use or relay personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
Order supplies, manage inventory and provide for maintenance of equipment related to job duties.
Remain current with developments in the assistive technology field by participating in continuing education opportunities.
Demonstrate an awareness, appreciation, and respect for diverse cultures and individual differences for students, parents, and employees; show ability to identify culturally relevant issues and to implement services in a proper manner.
Work independently, prioritizing tasks to meet deadlines while maintaining a high level of accuracy.
Meet district standards for performance and attendance.
Perform other related duties as needed.

Mental Demands/Physical Demands/Environmental Factor Essential Requirements:

Tools/Equipment Used: Standard office equipment including district assigned computers, peripherals, and technology

Posture: Prolonged sitting; standing and walking for extended periods of time; occasional bending/stooping, pushing/pulling, and twisting; kneeling, bending at the waist, and reaching overhead, above the shoulders and horizontally, to retrieve and store files and materials, and lifting light objects

Motion: Repetitive hand motions and fingers to operate equipment including frequent keyboarding and use of mouse; reaching/handling/manual dexterity

Sensory: Speaking to exchange information; talking/hearing conversations and other sounds; visual acuity/depth perception with or without accommodation; frequent near acuity; occasional far acuity; vision to read printed materials, computer screens or other monitoring devices

Lifting: Lifting and carrying (up to 15 pounds) to move training materials and physical strength to move chairs, and tables to arrange training spaces when needed; lift students according to acceptable risk factor guidelines (up to 60 pounds maximum without additional support); exact lifting requirements will vary based upon student weight, tone, and transfer position/space.

Strength: Moderate to extensive degree of physical stamina with the ability to restrain students when necessary

Environment: May work prolonged or irregular hours; frequent district-wide travel; occasional statewide travel and out-of-state travel; remote work may be required; work can be both physically and emotionally fatiguing; Possible exposure to bodily fluids due to student and or employee injury and illness

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Primary Location ADMIN
Salary Range $48,929.00 - $95,729.00 / Annual
Shift Type Full Time