Speech Language Pathologist

• Provides a therapeutic program to meet individual needs of speech and language impaired students.
• Assists and guides teachers in observing, describing, and referring students suspected and identified as having speech and language impairments.
• Provides a thorough assessment and diagnosis of speech, voice, fluency, and language impairments.
• Provides screening to identify speech and/or language impaired children at regular intervals and at specified levels.
• Assists in proper referrals of individuals to agencies and specialists in the community as appropriate.
• Provides appropriate individualized programs of therapy to meet individual students’ needs and correct existing speech and/or language impairments.
• Collaborates with classroom teachers and other school staff members so as to implement therapy using the suggestions for the benefit of the student.
• Provides information, support, and training to parents and families when appropriate.
• Provides staff development and serves as a consultant to teachers and school staff members on topics concerning speech and/or language improvement.
• Keeps thorough ongoing records for the individual student receiving therapy or other school-provided speech services.
• Maintains lists of referred, screened, and eligible students, as well as a directory of outside agencies, consultants, specialists, and related services.
• Compiles case history data on those cases where additional family history, health history, early developmental history, and environmental history are deemed appropriate.
• Assumes primary responsibility for requisitioning and maintaining needed equipment and supplies.
• Completes the necessary paperwork on students that qualify for Medicaid reimbursement.
• Functions as a member of the multi-disciplinary assessment team for a child who has been referred for a suspected speech-language disorder.
• Follows and complies with state, federal, and local guidelines in writing IEP’s and complying with other regulations.
• Performs such other tasks and assumes such other responsibilities as may from time to time be assigned by the appropriate administrator.

The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification.  It is not necessarily descriptive of any one position in the class.  The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.

MARGINAL FUNCTIONS
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.  Performs other duties as directed.

PERFORMANCE APTITUDES
Data Utilization:  Requires the ability to review, classify, categorize, prioritize and/or analyze data and/or information.  Ability to create data analysis. 
 
Human Interaction:  Requires the ability to maintain a cordial and effective relationship with visitors and clients.

Equipment, Machinery, Tools, and Materials Utilization:  Requires the ability to operate equipment, machinery, tools and/or materials used in performing essential functions.
 
Verbal Aptitude:  Requires the ability to utilize a wide variety of reference, descriptive, and/or advisory data and information.
 
Mathematical Aptitude:  Requires the ability to perform addition, subtraction, multiplication and division; ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
 
Functional Reasoning:  Requires the ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
 

ADA COMPLIANCE
 
Physical Ability:  Tasks involve the ability to exert light physical effort in sedentary to light work, but which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (up to 50 pounds). Tasks may involve extended periods of time at a keyboard or work station.
 
Sensory Requirements:  Some tasks require visual perception and discrimination.  Most tasks require oral communications ability.
 
Environmental Factors:  Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.
 
The Middlesex County Public School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.
 
EVALUATION:
 
Performance on this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.