Description
TITLE: SPEECH / LANGUAGE PATHOLOGIST
QUALIFICATIONS:
1. Florida Certification in Speech Pathology.
2. Satisfactory clearance of a Criminal History Records check (as provided by the Florida Department of Law Enforcement).
3. Ability to lift and transport student records or materials of 20 pounds or less.
4. Physical ability to interact with all age students in order to main tain rapport during evaluations and remediation.
5. Auditory acuity which permits discrimination of subtle differences in sound production.
6. Motoric ability to position students’ speech musculature to ensure adequate sound production.
7. Familiarity with phonetic transcription.
8. Such alternatives to the above qualifications as the board may find appropriate and acceptable.
REPORTS TO: Director of Exceptional Student Education
POSITION GOAL: To ensure mandated Speech/Language correction services are provided to eligible students, grades Pre-Kindergarten through 12th. All activities are designed to ensure eligible students receive a free and appropriate public education in the least restrictive environment.
SUPERVISES: Assigned support personnel
PERFORMANCE RESPONSIBILITIES:
Recognizing the indicators of risk for language and socio-communicative impairments.
Obtaining and interpreting background information relevant to the assessment process from available documentation (e.g., medical records, educational records) and from family members and other professionals.
Selecting and administering standard and nonstandard measures of language, socio-communicative and related (e.g., sensory, motor, cognitive) abilities.
Integrating case history information and evaluation results with other available diagnostic information (e.g., developmental neuroradiologic, neuropsychological) to differently diagnose individuals’ language, socio-communicative and cognitive-communicative impairments.
Analyzing and interpreting the results of standard and nonstandard measures with reference to functional impact and cultural-linguistic differences.
Formulating prognosis for improvement of communicative function and determining individuals’ candidacy for intervention.
Documenting and communication assessment results and recommendations for intervention to clients/patients, family members, and involved professionals.
Developing a valid plan of intervention that includes specific short and long-term goals.
Selecting an intervention model(s) (e.g., direct, collaborative, consultative) that is consistent with the intervention plan.
Selecting an intervention approach(es); that is, prevention, remediation, and/or compensation (see ASHA Handbook) with references to functional outcomes.
Selecting and implementing appropriate intervention strategies and techniques.
Facilitating the generalization and maintenance of intervention targets in functional settings.
Maintaining quantitative and qualitative documentation of intervention outcomes.
Communicating intervention outcomes and plans to clients/patients, family members, and other professionals.
Developing and conducting family education, training, and support programs.
Designing and implementing and intervention plan that is coordinated and integrated with other services the individual is receiving.
Providing consulting or monitoring services to other professionals regarding language, socio-communicative, and cognitive-communicative impairments and their management.
Fulfilling a leadership role in the development and coordination of a comprehensive management plan, including other professionals as indicated.
Coordinating, monitoring, and ensuring the timely delivery of services.
Assisting families in identifying community service providers and advocacy and/or support groups as indicated.
Facilitating transitional planning.
Educating and informing the public about language, socio-communicative, and cognitive-communicative impairments and available services.
Serving as an advocate for persons with language, socio-communicative, and cognitive-communicative impairments as appropriate.
Participating in continuing education activities that enhance one’s ability to provide quality, state-of-the-art services.
PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to sit, talk and hear. The employee is required to stand and walk, use hands to finger, handle, or feel and reach with hands and arms. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.
TERMS OF EMPLOYMENT: Eleven months. Salary and work year to be established by the board.
EVALUATION: Performance of this job will be evaluated by the immediate supervisor.
ADOPTED: 6/14/05