<p>JOB DESCRIPTION</p> <p>PART I: SUMMARY OF POSITION</p> <p>This position identifies, evaluates and treats students with speech/language, auditory processing, feeding, and social language disorders which significantly impact the student's ability to participate successfully in educational, vocational, community and home environments.</p> <p>PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES</p> <p>A. EDUCATION AND EXPERIENCE:</p> <ul> <li>Master's degree or higher in school psychology from an accredited college or university </li><li>Three (3) years of experience as a speech and language pathologist preferred </li><li>Bilingual Spanish preferred </li><li>Familiarity with the Round Lake community preferred </li></ul> <p>B. CREDENTIALS:</p> <ul> <li>Illinois Professional Educator license with the required endorsements as provided in the school code. </li></ul> <p>C. KNOWLEDGE, SKILLS AND ABILITIES:</p> <ul> <li>Considerable knowledge of anatomical, physiological, linguistic, and psycholinguistic factors and their relationship to the development and use of speech, voice, and language. </li><li>Knowledge of speech and language disorders and management procedures, including habilitation, rehabilitation, and disorders associated with hearing impairment. </li><li>Knowledge of therapeutic interventions and techniques for speech/language, auditory processing, feeding, and social language disorders. </li><li>Knowledge of evaluation tools, diagnostic methods, and assessment techniques, including language sampling and methods appropriate for difficult-to-test populations. </li><li>Knowledge of auditory system pathology and hearing-related disorders, including hearing augmentation devices, alternative communication systems, and assistive technology. </li><li>Knowledge of state and federal laws, regulations, and professional ethical standards related to speech-language services. </li><li>Ability to evaluate speech and language status and interpret medical and psychological data related to speech pathology. </li><li>Strong interpersonal, oral, and written communication skills, including the ability to establish rapport and provide professional presentations. </li><li>Skill in developing and administering therapeutic and instructional materials for individual and group instruction. </li><li>Ability to prepare clear reports, records, and instructional documentation while maintaining strict confidentiality. </li><li>Ability to lead, instruct, and collaborate with staff and work effectively with individuals from diverse backgrounds. </li><li>Proficiency with relevant software and technology, including MS Office (especially MS Word) and Boardmaker. </li></ul> <p>PART III: ESSENTIAL FUNCTIONS</p> <p>The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.</p> <ul> <li>Applies principles, methods and procedures for measurement, testing, diagnosis, prediction, consultation or information relating to development and disorders of speech, voice, language or hearing as related to speech impairment for purpose of diagnosing, preventing, treating, ameliorating or modifying such disorders and conditions in individuals or groups of individuals; </li><li>Assists in program implementation at District schools; </li><li>Attends child study conferences; </li><li>Attends staff meetings and in-service training sessions; </li><li>Maintains records and prepares reports; </li><li>Participates in interdisciplinary team as speech language consultant; </li><li>Plans, develops and implements therapeutic materials and activities for treatment, such as symbols, communication systems, communication notebooks, and instructional and social skills activities, consistent with the student's Individual Educational Plan (IEP); </li><li>Prepares publications and instructional materials; </li><li>Provides for initial and periodic evaluations of the speech/language, processing, feeding, and social language disorders of students; </li><li>Provides some educational seminars, in-service training and/or consultation to families, teachers, allied professionals or paraprofessionals on nature and management of speech, voice and language disorders; observing and charting of speech, voice and language behavior and related areas; </li><li>Provides therapeutic intervention for students with speech/language, processing, feeding and social language disorders involving both direct and indirect services; </li><li>Provides training to paraprofessionals and classroom teachers on speech functions, feeding, communication devices and student social interactions; </li><li>Reviews and completes documentation in compliance with federal and State rules and regulations, as well as with District policies and procedures; </li><li>Reviews medical and psychological histories; </li><li>Travels to various District locations to work with students and attend related meetings and is responsible for arriving at multiple worksites in accordance with District policy which means means driving between various work sites; </li><li>Performs related duties as required. </li></ul> <p>PART IV: SUPERVISION</p> <p>Not applicable</p> <p>THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.</p> <p>RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.</p>