SPED Assistant Technology Coordinator

Duties Essential Functions Support IEP/IFSP teams in completing assistive technology assessments Provide technical assistance and support to school personnel and families with implementation of assistive technology Provide professional development opportunities to connect staff and families with training Troubleshoot technical difficulties and provide technical assistance and basic maintenance for assistive technology devices Participate as a team member when IEP/IFSP teams need additional expertise to consider and implement assistive technology programs Lead SETT meetings to match the needs and abilities of students with the right assistive technology tools Oversee District collection of AT tools Assist with assuring District compliance with consideration of AT per federal guidelines Establish District policies and protocols for implementation of AT Lead an AT team to support staff and students, while advancing initiatives Assessment, Diagnosis, and Evaluation Skills Analyze, summarize, and report student performance data to aid instructional decision-making regarding technology Identify functional needs, screen for functional limitations, and identify if the need for a comprehensive assistive technology evaluation exists Refer for additional evaluation regarding technology if adequate data is not available for plan development Recognize the need for further evaluation regarding technology, and refer to other professionals when appropriate Recognize poor outcomes regarding technology needs, and evaluate and reinitiate the process as needed Work with assistive technology team members to identify assistive technologies, both hardware and software, that can help individuals meet the demands placed upon them in their environments Define measurable objectives to monitor progress toward achieving stated goals regarding technology Observe and measure consumer's performance with the assistive technology after a period of initial use Compare actual performance with anticipated performance and the goals stated in the intervention plan Interview the consumer, the family, and caregivers to determine if the technology solution meets their present and future needs Communication and Collaborative Partnerships Knowledge Roles that related services personnel assume in providing technology services to special education students Skills Recognize the need (how, when, where) to refer a consumer to another professional regarding technology Identify assistive technology team members and their roles Design and implement integrated technology classroom activities that involve teaming and/or small group collaboration Collaborate with consumer and other team members in planning and implementing the use of assistive and adaptive devices Participate in collaborative projects and activities involving technology Demonstrate effective group process skills Communicate effectively including listening, speaking, and writing on technology issues Advise general education teachers about the use of technology systems with special education students who are mainstreamed into their classes Instructional Content and Practice Knowledge Procedures for evaluating computer software and other technology materials for their potential application in special education programs Skills Identify elements of the special education curriculum for which technology applications are appropriate and ways they can be implemented Design, deliver, and assess student learning activities that integrate computers/technology for a variety of student populations Design student learning activities that foster equitable, ethical, and legal use of technology by students Identify and operate software that meets educational objectives for students in multiple educational environments Use computers to support various stages of the learning process and to facilitate student reporting of educational achievements Philosophical, Historical, and Legal Foundations of Special Education Knowledge Legislation and regulations related to technology and their implications for special education Skills Articulate a philosophy and goals for using technology in special education Use technology-related terminology appropriately in written and oral communications Qualifications Bachelor's degree with major in Special Education, Speech and Language Therapy, Occupational Therapy or related field Five or more years of experience providing direct services in the area of assistive technology. Preference is given to individuals who have an AT credential from a college or university Recent experience performing functional assistive technology assessments in a school setting and knowledge of how to integrate assistive technology use into curriculum and functional life skills Knowledge of a wide range of assistive technology devices such as computer software, augmentative communication devices, low tech assistive technology tools and technology for hearing and vision disabilities as well as hands-on experience with these devices Computer skills in both Macintosh and Windows platforms including the ability to complete basic troubleshooting and repairs of both platforms Demonstrated skill in consultation and collaboration with a variety of IEP and IFSP teams Demonstrated skill in written and oral communication Experience designing and delivering professional development opportunities Salary/Benefits Regionally competitive Link to District/Third Party Online Application Web Page https://www.applitrack.com/d323/OnlineApp/JobPostings/View.asp?AppliTrackJobId4688 Email Address ctrueblooddunlapcusd.net School District https://www.dunlapcusd.net Position Website https://www.dunlapcusd.net/employment ILearn Link ILearn Report Card Link District Report Card Job Posting Date 4/9/2024 Start Date 8/1/2024