PRIMARY FUNCTION:  To provide diagnostic-prescriptive therapy to help reduce or eliminate speech and communication disorders that interfere with the student’s ability to derive full benefit from the regular education program.

 

REPORTS TO:  Program Manager, Exceptional Children

SALARY SCHEDULE:  Teacher

WORK DAYS:  190

 

 

REQUIREMENTS:

1. Education Level:  Master's Degree or higher from an accredited college or university 
2. Experience, Skill and Certification:  Valid Georgia Service Certificate in Speech and Language Pathology.

DUTIES AND RESPONSIBILITIES:

 

1. Serves as a resource to school staff members in the development of a balanced program for oral communication and speech improvement.
2. Provides a therapeutic program to meet individual needs of communication-impaired students.
3. Assists and guides teachers in observing, describing, and referring suspected and identified speech and language impairments.
4. Provides a thorough assessment and diagnosis of speech, voice, fluency and language impairments.
5. Serves as a member of a multi-disciplinary assessment team to include the Response To Intervention (RTI) process.
6. Assists in proper referrals of individuals to agencies and specialists in the community as appropriate.
7. Provides appropriate individualized programs of therapy to meet individual students’ needs and to correct existing communication impairments.
8. Collaborates with classroom teachers and other service providers to implement therapy programs for the student’s daily activities.
9. Provides information, support, and counseling to parents and families when appropriate.
10. Keeps thorough ongoing records and data collection for the individual student receiving therapy or other school-provided speech services.
11. Assumes primary responsibility for requisitioning and maintaining needed equipment and supplies.
12. Attends in-service programs as required.
13. Conduct/Perform medical billing
14. Performs other duties as necessary for the effectiveness of the organization and the safety of students.

 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

 

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

 

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

 

CLASSROOM   Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.