Part Time, in-person position, for two full days per week (Requisition ID: 1008)
Qualifications for the Position:
- Master’s degree in Speech/Language Pathology. School Speech/Language Specialist or other valid State of New Jersey Department of Education certification is required. Valid State of New Jersey Audiology/Speech Language Pathology License required.
- Approved Criminal History Review from the NJ Department of Education, Office of Criminal History Review. CPR certification and first aid certification preferred.
- One (1) year in school environment preferred.
- Possesses sufficient back strength to perform essential job functions.
- Required skills, knowledge and ability to perform job.
- Ability to develop and maintain effective work relationships.
- Ability to learn new tasks quickly.
- Effective oral communication skill
Summary Description of the Position:
This position provides students with disabilities (ages 3 to 21) with direct and consultative speech-language therapy services that lead to greater independence, a sense of pride in accomplishment and dignity. The therapist recognizes that the highest quality of service is delivered with compassion, reliability, respect, attention and hospitality–the core values of the agency. The therapist provides individual and integrated therapy sessions for students with cognitive delays and moderate to severe disabilities and/or complex medical needs according to the standards, methods and practices approved by the ASHA, the policies and procedures of School and other current standards of educational and medical practice. Possesses skills necessary for working with the school-age population; case management, identification and assessment practices. Uses screening methods appropriate to students’ chronological, educational and/or functional levels. Works collaboratively with staff in designing and implementing well-rounded treatment sessions. Choses sensory-appropriate therapy spaces for activities. Fosters positive behavior, creativity, input and decision-making by students. Ensures safety by regularly checking equipment and common use areas. Documents progress and participates in developing new IEP goals and objectives. Keeps families informed of student’s performance. Promotes positive relationships and maintains confidentiality.
Agency Expectations of the Employee:
- Adheres to agency and departmental policies and procedures. Maintains information in a confidential and need-to-know manner regarding persons served, families, co-workers and volunteers.
- Acts as a role model within and outside the agency in promoting positive relationships with persons served, families, staff, volunteers and community partners.
- Performs duties as workload necessitates. Demonstrates flexible and efficient time management and the ability to prioritize workload.
- Treats attendance and punctuality as essential components of the job.
- Performs position’s duties and responsibilities within the vision, mission and values of the agency.
- Communicates on a timely basis with supervisor about departmental issues and concerns affecting the safety and well-being of all.
Essential Duties/Responsibilities of the Position:
- Shows mastery in understanding disorders resulting from phonological, semantic, pragmatic and morphosyntactic deficits, receptive and expressive challenges and general biomechanics related to speech-language development across a student’s life and the relation of these changes to educational performance.
- Keeps apprised of current and emerging areas of practice. Incorporates various types of technologies in treatment. Identifies or programs devices that offer alternative ways to accomplish activities. Demonstrates knowledge of neurological system and how it relates to learning, communication and development.
- Assesses students’ communication and adaptive interventions to enable meaningful and functional performance in areas of daily living skills, school/work activities, play/leisure and vocational skills. Develops strategies to improve independence and community inclusion.
- Treats students with aphasia or other acquired language and cognition-based communication disorders, abnormal swallowing, disorders associated with cleft lip and palate, auditory deficits including those who use cochlear implants or peripheral devices. Analyzes and identifies speech, articulation and language skills, voice and fluency disorders, feeding abilities and communication competencies. Considers condition and interdisciplinary practitioner roles in making and communicating treatment plans.
- Understands augmentative and alternative communication devices and the related interdisciplinary perspectives. Ensures safe and proper use of devices and related equipment.
- Monitors issues that underlie acquisition, retention and loss of skills appropriate to students’ chronological, educational and/or functional levels. Assesses progress.
- Develops and implements educationally-relevant annual goals and measurable short-term benchmarks in cooperation with students, families/guardians, educational staff, supervisors, child study teams and supportive agency personnel according to state and federal rules and regulations, and within educational and agency guidelines and policies. Maintains clear, accurate and timely documentation.
- Collaborates with the Assistant Principal to identify and resolve issues associated with the delivery of appropriate related services.
- Orients, trains and consults with related staff, family/guardians and community personnel as appropriate. Oversees student practicums.
- Develops professional competencies; keeps abreast of related literature, enhances technical skills and knowledge. Earns sufficient CEUs to maintain licensure; accrues sufficient professional development hours to maintain certification.
- Participates in department meetings and in-service trainings. Offers ideas for improved services and operations.
- Promotes teamwork. Plans and implements cross-training within department. Works flexible hours as needed.
- Observes agency and departmental policies and procedures. Meets and maintains agency standards for student behavior management, child abuse and neglect, infection control, safety, emergency procedures, attendance, moral and professional conduct.
- Performs other duties as assigned.
Americans with Disabilities with Amendments (ADAAA) Specifications:
The demands described herein below are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Proficiency Ratings Legend: O = Occasionally – May be called upon to perform from time-to-time.
R = Regularly – Commonly called upon to perform.
F = Frequently – Repeatedly called upon to perform; cannot perform job without this.
- Lifting unassisted: Up to 50 pounds, from any level. (O)
- Lifting assisted: Up to 100 pounds, from any level. (O)
- Standing/Walking: Remaining on one’s feet in an upright position or moving about a work area. (O)
- Sitting: Remaining in a normal, seated position. (F)
- Bending/Stooping: Continual, intermittent flexing of the spine; bending body downward and forward by bending spine at the waist. (O)
- Crouching/Kneeling: Bending legs at knees; coming to rest on knee(s). (O)
- Crawling: Moving about on a surface on hands and knees (O)
- Pushing/Pulling: Exerting force upon an object so that the object moves away from or toward the force. (O)
- Reaching: Extending hand(s) and arm(s) in any direction. (R)
- Climbing: Ascending or descending ladders, stairs, ramps, and the like, using feet and legs, and hands and arms. (O)
- Repetitive finger/hand movements: Usage or other special equipment operated. (F)
- Precise finger/hand movements: Seizing, grasping, turning or otherwise performing precision work with hand or hands. (F)
- Close vision: Clear vision at 20 in. or less. (F)
- Distance vision: Clear vision at 20 feet or more. (O)
- Color vision: The ability to identify and distinguish colors. (F)
- Peripheral vision: To observe an area that can be seen up/down or to the left/right, while the eyes are fixed on a given point. (R)
- Depth perception: The ability to judge distances and spatial relationships. (R)
- Focus adjustment/ability: To adjust eyes to bring an object into sharp focus. (F)
- Distinguish foreground/background sounds. (F)
- Hear high/low frequencies. (F)
- Hear/process for conversational speech. (F)
- Effective articulation. (F)
- Voice projection. (F)
- Shift from technical to social language. (F)
- Read and write at a college level. (F)
- Touch: The ability to distinguish tactually. (R)