SUMMARY:  With supervision, provides assessment, treatment, and consultation for speech and language impairments and safe feeding practices as a member of a trans-disciplinary team. 

ACCOUNTABILITIES: 

Essential Functions:    

1. Manages a clinical caseload scheduling students, providing direct and indirect services, maintaining records, and participates as a member of each student’s trans-disciplinary team. 

2. Provides consultation to staff, parents, and community-based professionals. 

3. Monitors the implementation of program plans. 

4. Designs, fabricates as necessary, updates and monitors the use of augmentative and alternative communication systems and materials. 

5. Continues professional development and education.                

Marginal Functions: 

1. Provides in service training. 

2. May supervise graduate student clinicians. 

3. Works together with the Speech/Language Department to meet the needs of the students, school, and the department. 

4. Performs additional duties as assigned. 

CONDITIONS: 

Equipment Used: Variety of Low-, Mid-, and High-tech AAC devices and equipment, adaptive feeding equipment, computers/tablets. 

Performance Standard: Must consistently demonstrate clinical competence in all areas of performance consistent with recognized standards of the American Speech-Language-Hearing Association (ASHA). 

Work Environment: Multiple indoor environments, on and off campus, with various sound, lighting, and temperature conditions. 

Work Schedule: 21 hours per week with a daily 30-minute unpaid lunch break. Additional time and flextime scheduling may be required for job completion.  This position has an annual 10-month schedule and is benefits eligible.  

QUALIFICATIONS: 

Knowledge, skills, and general abilities: 

1. REQUIRED to be ASHA Certified or a clinical fellowship year candidate for certification by American Speech-Language and Hearing Association. Must have licensure by Maryland State Board of Examiners in Speech-Language Pathology. 

2. Comprehensive knowledge of speech/ language development and impairments, augmentative and alternative communication, oral motor function/dysfunction, and treatment and diagnostic techniques which meet professional standards of practice. 

3. Comprehensive knowledge of disabling childhood conditions such as autism, intellectual disabilities, cerebral palsy, hearing impairment, traumatic injuries and learning disabilities and their impact on communication and feeding skills. 

4. Must be an effective verbal communicator with good interpersonal skills.  

5. Must have effective and accurate writing skills. 

After the first year in this position, the employee is required to have: 

1. General knowledge of: IEP System, types of adaptations and accommodations which can be used to meet student needs, MSB team process, behavior management, data collection, and visual impairment/blindness relative to communication development, assessment, and treatment, MSB policies and procedures. 

2. General knowledge of IDEA regulations and service implications. 

3. Basic knowledge to complete the daily requirements of the job.