Under general supervision, carries out speech, language, concept, vocabulary, and auditory training development activities, individualized for each deaf and hard of hearing student; consults with r administrative staff, teachers of the Deaf and Hard of Hearing (D/HOH), and general education classroom staff; develops and evaluates long and short-term objectives and submits written progress reports.

Thorough knowledge of the unique needs related to the development of deaf and hard of hearing students' speech, auditory, and communication skills; .  Thorough knowledge of state-of-the-art specialized equipment including personal amplification, FM systems, and cochlear implants.  Thorough knowledge of current best practices regarding language development, speech development and auditory habilitation for deaf and hard of hearing students.  Good rapport with students to promote maximum development of speech, speech reading skills, and use of residual hearing. Thorough knowledge of .unique social and emotional needs of deaf and hard of hearing students and their families.  Ability to work closely with parents, other professionals, and support personnel in developing and implementing Individualized Education Programs.  Ability to effectively communicate with therapists from outside agencies.

Bachelor’s Degree in Deaf Education, or Speech/Hearing; Master’s degree preferred in either discipline. Fluency in sign language and/or cued speech skills preferred. ,. Experience preferred: 1 - 2 years effectively addressing speech and communication needs of deaf and hard of hearing children, ages 3 to 21.

Council on Education of the Deaf certification preferred (not required). Certificate of Clinical Competence issued by American Speech & Hearing Association preferred (not required).

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Carries out speech, language, speechreading, and auditory training development activities specialized techniques and equipment to address the developmental, academic, and social aspects of hearing loss.  Provides in-service training to school staff on issues related to hearing loss, communication, and specialized equipment used.

Develops short-term and long-term behavioral and remedial goals consistent with those of the student, family, and school, within the framework of sound professional practices and the philosophy of the D/HOH program; collects on-going data regarding student’s performance and periodically evaluates the effectiveness o-f such goals with teachers and supervisor; advises parents, teachers, and  administrative staff of the progress of each child via written feedback at least quarterly; participates in staffing, school conferences, and parent groups as deemed appropriate by the principal and/or supervisor.

In conjunction with parents and other service providers, makes recommendations regarding appropriate amplification, and communication strategies and methodologies based on data.

Participates in professional development activities, including monthly meetings with Auditory Communication Specialists from other school sites to share updates in research, best practices, and problem-solving approaches.

Develops a regularly scheduled, individualized sessions to focus on the developmentally appropriate language, speech, and auditory training for each child