Teacher of the Deaf: Mainstream
Description

Clarke Schools for Hearing and Speech seeks an Itinerant Teacher of the Deaf for its Boston location to work as a long-term substitute teacher in the South Shore Area.

Responsibilities:

  • Communicate effectively with students while demonstrating an understanding of the physical, psychological, social, and emotional effects of hearing loss.
  • Demonstrate an understanding of the mainstream experiences of previous students.
  • Able to assess the audiological (including cochlear implant), academic, communication, social, and emotional needs of clients.
  • Assists in creating services that are consistent with state and federal laws for families and mainstream schools.
  • Demonstrates knowledge of local, state, and national resources for clients.
  • Participates in the planning and presentation of informational and training workshops on issues related to hearing loss.
  • Demonstrate an understanding of, and the ability to communicate, the challenges encountered by students with hearing loss in regular school.
  • Assess the instructional, organizational, and professional needs of client schools.
  • Guide schools in the development of an effective support system for students with hearing loss. This includes knowledge of support services such as real-time captioning, computer-aided notetaking, traditional notetaking, tutoring, transliterating, acoustical and audiological supports, speech and language instruction, counseling, and instructional media.
  • Collaborate with teachers as they work to adapt their teaching style to students with hearing loss.  Recommend needed modifications and accommodations.
  • Work in collaboration with reading specialist, SLP’s, special education staff and others helping them understand the impact of hearing loss on the student as it applies to their work.
  • In-service general education staff regarding education students with hearing loss.
  • In-service hearing peers regarding the experience of hearing loss and effective communication practices.
  • Provide direct service to students individually or in small group settings as indicated in the IEP.
  • Provide pre- and post-teaching to students
  • Monitor the development of language.  Provide one-on-one instruction as needed to ensure language is developing as expected.
  • Promote the development of self-advocacy skills and help students develop an understanding of how their hearing loss impacts them.
  • Teach the skills necessary for social communication along with repair strategies.
  • Facilitate parent involvement and support of family goals in the education of their child.
  • Evaluate physical environments in regard to maximum access to auditory and visual information.
  • Meet as needed with teachers, administrators, parents and support staff.
  • Monitor the use of hearing aids, cochlear implants, FM systems and other assistive devices.
  • Demonstrate an ability to troubleshoot when difficulties arise in school settings.
  • Participate in I.E.P. Meetings and/or other meetings in those schools.
  • Assist in the development of Individual Education Programs for students with hearing loss in regular schools.
  • Demonstrate a general knowledge of career opportunities and post-secondary programs for students with hearing loss.
  • Maintain records at Clarke Boston related to work.
  • Attend conferences, conventions, and meetings related to the education of students with hearing loss in regular schools.
  • Write a report to the school systems with which we have contracts each quarter describing the services we have provided.
  • Participate in the preparation and presentation of professional staff meetings related to the education of students with hearing loss in regular schools.
  • Maintain an up-to-date list of the students, parents, schools, and professional personnel with whom the Itinerant Teacher is working.
  • Communicate effectively with parents, providing information as needed.
  • Demonstrate an understanding of the informational, social, and emotional needs of families.
  • Guide and empower parents in monitoring their son's or daughter's education in the mainstream.
  • Establish a system of communicate with parents so they are kept updated with the work you are doing with their child.
Requirements

Educational background and experience in early childhood education; training and expertise in listening and spoken language development and education of hearing-impaired children, speech and language pathology and/or experience in parent counseling is preferred but not necessary.  Teachers should hold current Massachusetts Department of Education Certification in at least one of the following areas:

  • Early Childhood
  • Special Needs
  • Speech/Hearing/Language Disorders, or
  • Teacher of the Deaf and Hard of Hearing – Oral/Aural




Title IX Notice of Nondiscrimination: Clarke Schools does not discriminate on the basis of sex in admission, administration of its educational programs or activities or employment.  Clarke Schools is required by Title IX and its implementing regulations at 34 C.F.R. Part 106 not to discrimination on the basis of sex in admission, administration of its educational programs or activities or employment.   The Chief Human Resource Officer, Karen Katsanos, MA, MBA, SPHR, SHRM-SCP, 45 Round Hill Road, Northampton, MA 01060, telephone number 413-582-1155, has been designated as the employee responsible for coordinating Clarke Schools efforts to comply with and carry out its responsibilities under Title IX. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Clarke Schools may be referred to Karen Katsanos or to the U.S. Department of Education, Office for Civil Rights, at 400 Maryland Avenue, SW, Washington, DC 20202-1100, telephone number 800-421-3481.



Powered by
Privacy Policy