Open Positions for Genesee Education Consultant Services, Inc.

Openings as of 4/1/2025

Speech Therapist/ AAC

JobID: 1896

Position Type:
  Student Support Services


Date Posted:
  5/15/2024


Location:
  Michigan School for the Deaf


  
Speech Therapist/ AAC
 
1. Position Type:
   Student Support Services
2. Date Posted:
   5/9/2024
3. Location:
    Michigan School for the Deaf
 
Job Posting
Speech and Language: Augmentative and Alternative Communication Specialist
 
This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.
 
Description:
Michigan School for the Deaf (MSD) is a day and residential facility for students who are Deaf and hard of hearing. This position functions primarily as a Speech and Language Therapist with an emphasis on augmentative and alternative communication for the school portion of the Michigan School for the Deaf. MSD is seeking an imaginative, self-motivated, student-focused educator with a high level of curiosity, humility, and passion for student learning and growth. This individual will work collaboratively, as a part of a multidisciplinary team, to provide speech and language therapy services and to facilitate the consideration, trial, and implementation of AAC technology and strategies that support students. This role requires the belief that both students and adults can utilize multiple languages and communication modalities to improve educational environments and outcomes. It is anticipated and expected that all functions of this position will help to advance the mission and vision of MSD.
 
Michigan School for the Deaf - Mission Statement:
To provide academics and social excellence - rich in ASL and English literacy for all students from infancy to graduation, to be the leader in educating Deaf and Hard of Hearing children in Michigan, and to provide services to their families and the community.

Michigan School for the Deaf- Vision Statement:
MSD graduates students empowered with a positive Deaf identity and who demonstrate the knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.
 
BASIC FUNCTION:
• Collaborate with IEP teams to efficiently and adequately consider, select, trial, implement, and evaluate the effectiveness of communication technology 
• Reflect on current best practices, processes, and/or systems to promote AAC use in the classroom
• Communicate student progress and development with parents and staff in a timely fashion
• Establish a cooperative relationship with all students
• Educate families and raise awareness about American Sign Language (ASL)/English bilingualism and the importance of a strong first language foundation for Deaf and hard of hearing (DHH) children
• Use knowledge of curriculum, instructional expectations, and learning environments to support student engagement and growth
• Provide consultation in partnership with educators, families, and students to increase independence with communication in a variety of environments and provide access to instruction 
• Facilitate opportunities for diverse, interprofessional collaboration to identify potential solutions, come to consensus, and support student and educator growth 
• Design and deliver engaging and informative job-embedded supports (e.g., coaching, PLC, workshops, training sessions) for families and teachers
• Design and implement therapeutic intervention strategies
• ??Maintain student records and progress notes.
• Participate in IEPs addendums, REEDs, parent/teacher conferences
• Prepare reports and prepares documents related to the work such as speech evaluations, IEP reports, individual goals and objectives and progress reports.
• Maintain awareness of technology innovations to inform future technology applications and purchases 
• Maintain a personal professional development agenda to ensure the acquisition of knowledge and skills about new developments in learning, coaching, and technology as they become available
• Demonstrate effective skills in evaluating and providing services to students who demonstrate one or more of the following communication delays that adversely affects educational performance: 
  • Articulation impairment 
  • Voice impairment 
  • Inappropriate language functioning for the child’s age in the areas of phonology, morphology, syntax, semantics, or pragmatic use of aural/oral language 
 
QUALIFICATIONS:
1. Possession of a Master’s Degree in Communication Sciences and Disorders.
2. Certificate of Clinical Competence from the American Speech-Language Hearing Association (ASHA) and a State License in Speech Pathology is required for all levels.
3. Clinical Fellows (CF’s) are welcome to apply. 
4. Experience with AAC technology is preferred. MSD is willing to pay for training.
5. Sign Language is preferred, but not required for hire. MSD will provide ASL classes.
 
DESIRED QUALIFICATIONS:
• Strong interpersonal, written, and communication skills 
• Embrace a team-based collaborative approach focused on building the capacity and knowledge of all stakeholders 
• Knowledgeable of special education laws, including but not limited to the Individuals with Disabilities Education Act (IDEA)
 
SALARY:
Commensurate with experience. Benefits package is available.
 
WORK ENVIRONMENT:
Michigan School for the Deaf is a bilingual, bicultural school operated by the Michigan Department of Education. All students enrolled are Deaf and hard of hearing. The primary mode of communication is American sign language with written communication in English.
 
Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of resident school districts, outside agencies, and members of the public.
 
Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment
 
How to apply:
https://www.gecs-inc.org/michigan-school-for-the-deaf.html

Telephone: 810-257-1449
Fax#: 810-257-1460
 
APPLICATIONS WILL BE RECEIVED UNTIL POSITION IS FILLED.
The Michigan School for the Deaf will not hire and employ individuals who have been convicted of a “listed offense” pursuant to the School Safety Legislation Acts (Public Acts 129, 130, 131, and 138 of 2005).  The “listed offenses” are defined in the Sex Offenders Registration Act (Section 2 of Public Act 295 of 1994).
 




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