Low Incidence Disabilities Specialist (Deaf & Hard of Hearing) - 1.0 FTE - Columbia Regional Inclusive Services
Apply NowCompany: Portland Public Schools
Location: Cheyenne, WY 82006
Description:
Posting Timeline
PPS strongly encourages and recommends everyone who is able, to be vaccinated and remain current on the COVID-19 vaccine.
This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.
Position Details
BASIC FUNCTION
Prepare and support students birth-to-21 with low incidence sensory, physical, and/or neuro-developmental disabilities by providing direct and indirect capacity-building services that emphasize access. Engage in team-based assessments that encompass consideration of the student, their environments, the tasks they need to perform, tools they need and language modality. Train and coach staff to select and implement adaptive tools and communication methods that help students overcome barriers to access. Organization, distribute, and train others to use materials necessary to provide students with low incidence disabilities access. Deliver professional development and technical assistance; collaborate with disability-specific professionals and other team members to meet individual student needs.
REPRESENTATIVE DUTIES
The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.
Incumbents in the Low Incidence Disabilities classification have specific expertise in serving and training others to serve students with comparatively rare sensory, physical, and neurodevelopmental disabilities. Incumbents work alongside disability-specific specialists to provide the highly specialized instruction and support needed by students with low incidence disabilities.
EDUCATION AND EXPERIENCE
Two (2) years of credits from an accredited college or university, working toward a major in education, special education, communication disorder, or a related field and at least five (5) years of experience serving students with one or more low incidence disabilities are required. A Bachelor's is preferred.
OR
Oregon board licensure and/or certification as at least one of the following required: Certified Occupational Therapy Assistant (COTA), Licensed Physical Therapy Assistant (LPTA), Speech-Language Pathologist Assistant (SLP-A), Assistive Technology Practitioner (ATP), Braille Transcriber (Library of Congress), or Sign Language Interpreter (NIC certification).
PREFERRED QUALIFICATIONS
The skills and abilities to provide support using American Sign Language (ASL) and English bilingual/bicultural strategies; ASL/English Bilingual training; and native or native-like fluency in ASL.
KNOWLEDGE AND ABILITIES
Knowledge of:
Some positions in this classification may require the use of a personal automobile and possession of a valid driver's license.
Current American Red Cross standard first aid and cardiopulmonary resuscitation certifications are required no later than the completion of the probationary period and must be maintained throughout district employment.
Some positions in this classification may require the ability to communicate effectively, both orally and in writing, in sign language and/or a language other than English.
WORKING CONDITIONS
The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability.
Work Environment: Work is performed primarily in a standard office,school classroom setting, preschools or homes. Hazards: Potential conflict situations. Physical Demands: Primary functions require sufficient physical ability and mobility to travel to and work in a business office and school campus; dexterity of hands and fingers to operate specialized braille transcription equipment, computer keyboard and other technologies and general office equipment; sitting for extended periods of time; kneeling, bending at the waist; lifting, pushing, pulling and carrying braille transcription equipment, books, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare, transcribe and assure the accuracy of a variety of materials and documents.
Hazards: Potential conflict situations.
Physical Demands: Primary functions require sufficient physical ability and mobility to work in an office setting; dexterity of hands and fingers to operate a computer keyboard and other office equipment; sitting or standing for extended periods of time; kneeling, bending at the waist, reaching overhead, above the shoulders and horizontally to retrieve and store files and supplies; lifting, pushing, pulling and carrying office equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare and assure the accuracy of documents.
Remote Work Eligibility: Direct student support.
FLSA: Non-Exempt
Bargaining Unit: PFSP
Work Days/Calendar: 225
Salary Grade: N (Step 1=$34.27/hour to Step 8=$46.32/hour)
Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attracttalented educators who model the core PPS Educator Essentials .With the District's focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.
The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; genderexpression or identity; pregnancy; marital status; veteran's status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service. Accessibility Statement
Conflict/Complaint Resolution Process
Benefits Information
Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees.Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.
Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.
For moreinformation about additional benefits or compensation options by employee group, please visit our website at: https://www.pps.net/Page/1635
PPS strongly encourages and recommends everyone who is able, to be vaccinated and remain current on the COVID-19 vaccine.
This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.
Position Details
BASIC FUNCTION
Prepare and support students birth-to-21 with low incidence sensory, physical, and/or neuro-developmental disabilities by providing direct and indirect capacity-building services that emphasize access. Engage in team-based assessments that encompass consideration of the student, their environments, the tasks they need to perform, tools they need and language modality. Train and coach staff to select and implement adaptive tools and communication methods that help students overcome barriers to access. Organization, distribute, and train others to use materials necessary to provide students with low incidence disabilities access. Deliver professional development and technical assistance; collaborate with disability-specific professionals and other team members to meet individual student needs.
REPRESENTATIVE DUTIES
The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.
- Work alongside disability-specific specialists (e.g., teachers of the visually impaired, teachers of the deaf and hard of hearing, autism specialists, AAC specialist, etc.) to plan and implement interventions and supports to increase/promote access.
- Collaborate with school-based and early childhood professionals to assess and problem-solve access barriers for students with low incidence disabilities, and plan and implement solutions.
- Model techniques and the use of tools to engage students with sensory, physical, and neurodevelopmental disabilities.
- Train and coach on concepts related to the presumption of competence and the "least dangerous assumption" to support students with complex communication and motor needs.
- Develop and disseminate resources related to best practices and research-supported methods for serving and supporting students with low incidence disabilities.
- Maintain and support materials and adaptive equipment specialized for use by students with low incidence disabilities.
- Coach families, students and staff in development of ASL skills and knowledge.
- Provide direct ASL consultation and coaching to support family engagement and development of appropriate ASL skills and knowledge including designing and implementing activities that support student and family needs using best practice bilingual strategies.
Incumbents in the Low Incidence Disabilities classification have specific expertise in serving and training others to serve students with comparatively rare sensory, physical, and neurodevelopmental disabilities. Incumbents work alongside disability-specific specialists to provide the highly specialized instruction and support needed by students with low incidence disabilities.
EDUCATION AND EXPERIENCE
Two (2) years of credits from an accredited college or university, working toward a major in education, special education, communication disorder, or a related field and at least five (5) years of experience serving students with one or more low incidence disabilities are required. A Bachelor's is preferred.
OR
Oregon board licensure and/or certification as at least one of the following required: Certified Occupational Therapy Assistant (COTA), Licensed Physical Therapy Assistant (LPTA), Speech-Language Pathologist Assistant (SLP-A), Assistive Technology Practitioner (ATP), Braille Transcriber (Library of Congress), or Sign Language Interpreter (NIC certification).
PREFERRED QUALIFICATIONS
The skills and abilities to provide support using American Sign Language (ASL) and English bilingual/bicultural strategies; ASL/English Bilingual training; and native or native-like fluency in ASL.
KNOWLEDGE AND ABILITIES
Knowledge of:
- Best practices, techniques, and equipment used among students with low incidence disabilities including.
- Correct English usage, grammar, spelling, punctuation and vocabulary.
- Interpersonal skills using tact, patience and courtesy.
- Oral and written communication techniques.
- Report writing and record keeping methods.
- Office machines, computers and software technologies.
- American Sign Language (ASL) and English bilingual/bicultural strategies.
- Operate a variety of adaptive technologies designed for students with low incidence disabilities, general office machines, computers, technologies and software.
- Advocate, model, learn and implement Portland Public Schools Racial Equity initiative.
- Assure efficient and timely completion of office and program projects and activities.
- Work effectively with students with complex sensory, motor, and neurodevelopmental disabilities.
- Support the academic needs of culturally, linguistically, and/or socio-economically diverse students and families including those from a low-income background and with whom English is a second language.
- Demonstrate understanding and patience toward students with learning, emotional and/or physical impairment challenges.
- Administer first aid, CPR, and necessary physical assistance to students in accordance with District policy.
- Serve as an effective role model for students.
- Train students and staff in the use of adaptive technologies for students with low incidence disabilities.
- Demonstrate confidence, tact, confidentiality, professionalism, discretion and sound judgment.
- Demonstrate adaptability to changing circumstances and priorities within the learning environment.
- Demonstrate a willingness to work collaboratively as an educational team member.
- Maintain confidentiality of student information and records in accordance with local, state and Federal laws.
- Communicate effectively both orally and in writing.
Some positions in this classification may require the use of a personal automobile and possession of a valid driver's license.
Current American Red Cross standard first aid and cardiopulmonary resuscitation certifications are required no later than the completion of the probationary period and must be maintained throughout district employment.
Some positions in this classification may require the ability to communicate effectively, both orally and in writing, in sign language and/or a language other than English.
WORKING CONDITIONS
The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability.
Work Environment: Work is performed primarily in a standard office,school classroom setting, preschools or homes. Hazards: Potential conflict situations. Physical Demands: Primary functions require sufficient physical ability and mobility to travel to and work in a business office and school campus; dexterity of hands and fingers to operate specialized braille transcription equipment, computer keyboard and other technologies and general office equipment; sitting for extended periods of time; kneeling, bending at the waist; lifting, pushing, pulling and carrying braille transcription equipment, books, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare, transcribe and assure the accuracy of a variety of materials and documents.
Hazards: Potential conflict situations.
Physical Demands: Primary functions require sufficient physical ability and mobility to work in an office setting; dexterity of hands and fingers to operate a computer keyboard and other office equipment; sitting or standing for extended periods of time; kneeling, bending at the waist, reaching overhead, above the shoulders and horizontally to retrieve and store files and supplies; lifting, pushing, pulling and carrying office equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare and assure the accuracy of documents.
Remote Work Eligibility: Direct student support.
FLSA: Non-Exempt
Bargaining Unit: PFSP
Work Days/Calendar: 225
Salary Grade: N (Step 1=$34.27/hour to Step 8=$46.32/hour)
Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attracttalented educators who model the core PPS Educator Essentials .With the District's focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.
The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; genderexpression or identity; pregnancy; marital status; veteran's status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service. Accessibility Statement
Conflict/Complaint Resolution Process
Benefits Information
Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees.Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.
Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.
For moreinformation about additional benefits or compensation options by employee group, please visit our website at: https://www.pps.net/Page/1635