The Speech-Language pathologist’s role is to identify, diagnose, and implement intervention or Special Education services for students whose speech/language skills are impacting their educational performance. In addition, the SLP will provide services surrounding AAC devices and support for students with intensive communication needs. The Assistive Technology Specialist will also provide professional development to both general education and special education staff on the use of innovative instructional technologies to engage students in their learning.
Utilize appropriate diagnostic procedures and entrance criteria to complete a speech/language evaluation and make recommendations on those students identified during the screening process.
Establish the type and severity of disorders in the areas of receptive and expressive language, articulation, auditory skills, oral motor functioning, voice, fluency, word retrieval, and pragmatics.
Develop an Individualized Education Program (IEP) and update the child’s progress on the IEP as indicated, including when assistive technology needs are being addressed.
Schedule students for services on an individual or group basis according to their needs.
Utilize appropriate exit criteria to make recommendations as part of the educational team regarding student dismissal from formal speech and language service.
Lead and manage all aspects associated with student-specific assistive technology, including referrals, conducting and writing evaluations, organizing device and software trials, developing recommendations, ordering recommended devices and software, planning and delivering training for staff, students, and parents on purchased devices and software, and providing teams with on-going technical support as needed.
Develop data-collection methods to assist in measuring student access and progress utilizing assistive technology devices during the evaluation and trial stages of the assistive technology process.
Serve as a communication consultant and resource person to classroom teachers, school personnel, and parents/guardians. These services may take the form of conferences, classroom demonstrations, or other consultation models/activities.
Participate in ongoing professional development to continuously improve their ability to serve their students in the areas of successful inclusion, communication, and assistive technology.
Conduct classroom language groups (as determined by the Speech-Language pathologist/classroom teacher) with the classroom teacher as an active participant.
Provide “push-in” services to students in the general or instructional classrooms.
Construct and maintain an online resource library for both assistive and instructional technology tools and resources.
Provide coaching support to staff in the use of classroom and student-specific assistive technologies.
Provide coaching support and professional development to staff in the use of inclusion strategies high-tech and low-tech accommodations to support student learning.
Maintain open communications with parents/guardians of speech-language students.
Participate in regularly scheduled team meetings and the reevaluation and annual review process.
Maintain an inventory of all assistive technology equipment owned by the district.
Maintain all records and implement all procedures in accordance with Illinois and I.D.E.A. Rules and Regulations.
Perform such other tasks and assume such other responsibilities as assigned by the Executive Director of Student Services or the building principal.