Speech-Language Pathologist - Sonia Shankman Orthogenic School

The Speech-Language Pathologist will work 32 hours per week. Great opportunity for more hours!!

General Summary:

As an integral member of the clinical team and therapeutic milieu, support and enhance the individual student's therapeutic day school program. Remediate speech-language deficits involving phonology, morphology, semantics, syntax, pragmatics, auditory processing and/or perception, and executive function and establish these skills in daily communication. Bring expert knowledge about the influence of communication on the psychosocial development and adaptive functioning of the student. Commit to making the student's experience in school as positive and meaningful as possible.

Essential Functions:

60% Planning and Preparation: Develop and implement IEP goals as appropriate for students requiring speech-language therapy services. Serve as a member of a multidisciplinary team in student assessment and treatment. Plan communication activities that accommodate the range of learning styles and specialized needs of students on caseload. Develop treatment plans in accordance with acceptable models of speech/language therapy, which consider school policies, state guidelines, evidence-based practice and available resources. Plan for individual and group activities, selecting appropriate speech, language, and executive function interventions. Develop interdisciplinary approaches to therapy when appropriate. Plan collaboratively with faculty and staff. Analyze therapy activities and assess when and how learning occurs through reflective practices and data collection. Attend and participate in faculty meetings, parent conferences, and IEP meetings. Participate in transition activities for students preparing to return to their home school.

Therapeutic Intervention and Assessment of Progress: Maintain a clinical caseload of students for individual therapy, group therapy, and consultation in compliance with students' IEPs and as assigned by Orthogenic School leadership. Remediate speech-language deficits involving phonology, morphology, semantics, syntax, pragmatics, auditory processing and/or perception, and executive function and establish these skills in daily communication. Utilize state-of-the-art technology in the provision of speech/language services. Demonstrate an understanding of learning theory, the nature of disabilities, and the relationship between mental health and communication development. Organize effective learning experiences and achieve school objectives. Identify students' needs and work together with professional staff members in assessing and helping students in all areas of their development. Identify and communicate student performance expectations and document the degree of progress. In the context of speech therapy, conduct ongoing evaluation that includes assessment of functional communication skills and ongoing speech-language deficits. Report results in writing according to established protocols and deadlines for IEP meetings and progress reports. Utilize a variety of assessment instruments and procedures. Use assessment data to effectively determine student needs and plan appropriate intervention. Use current technology for therapy, assessment, and intervention management as available and appropriate. Understand how children learn and develop and provide learning opportunities that support their development.

25% Collaboration: Participate in the identification and solution of school problems. Consult with teachers, teacher assistants, parents, therapists, case managers and other professionals to design and implement interventions to address students' speech and language needs.

Communications/Interpersonal Relations: Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration. Provide interpretation of test results including evaluations from outside agencies. Participate in activities to communicate with the community at large when appropriate. Provide home carry-over activities, where indicated, to facilitate generalization of communication skills to the home environment. Provide assistance, guidance, and advice as necessary to colleagues and interns/externs. Seek assistance, advice, and guidance as necessary from colleagues. Exhibit professional and ethical behavior toward co-workers. Sincerely care about the students and demonstrate sensitivity to students' needs. Display a positive attitude that shows excitement and enjoyment of students. Be approachable so students are always comfortable asking for help. Demonstrate ability to read, write, and speak clearly and accurately in the English language at a professional level. Be consistently reliable and dependable.

10% Reports and Record Keeping: Maintain regular attendance as documented by the number of days present and attend required meetings. Exhibit punctuality as observed in arrival and departure times from the building and required meetings. Evaluate each pupil's progress, and report and record such progress in an accurate and timely manner. Maintain a record of pupil attendance to provide appropriately for students who may be absent. Maintain required inventory records. Utilize computer technology for progress notes, record keeping, and accessing students' IEPs and electronic records. Maintain all appropriate special education documents and records mandated by regulation and district policy.

Other Functions:

5% Ongoing Professional Growth: Be knowledgeable in the field of speech/language pathology and other core areas including autism spectrum disorder, mental health, child and adolescent development, and special education. Maintain professional competence through such activities as reviewing research journals and attending professional development workshops and sharing that information with colleagues when appropriate. Present accurate information. Be reflective, practice self-assessment, and devise plans for professional improvement. Observe others, have others observe self, and communicate and incorporate suggestions for improvement.

Miscellaneous: Demonstrate support for extracurricular activities. Possess personal characteristics that provide a positive role model for students. Assume other reasonable responsibilities as may be assigned from time to time, which shall not be in conflict with the School Code of Illinois or Board policy. Participate in certification trainings in Therapeutic Crisis Intervention, provided by the Orthogenic School. Complete agency-wide trainings mandated by Human Resources.

Qualifications: Master's degree in Speech and Language Disorders from an accredited educational program required. Must be a licensed speech and language pathologist in the state of Illinois. A minimum of two years of speech and language therapy experience required. A minimum of one year of experience with children with diagnosed emotional disabilities preferred.

Mental Demands: Ability to plan and implement therapeutic interventions appropriate for children with emotional disabilities, with and without autism spectrum disorder. Ability to implement appropriate group management and control. Ability to effectively communicate with students, parents, and professionals, including at IEP meetings. Ability to develop written reports and maintain records.

Physical Demands: Must be able to lift a minimum of 20lbs. Must be able to use training in Therapeutic Crisis Intervention (provided by the Orthogenic School) to assist colleagues when a student is having a behavioral crisis. Must be able to supervise students, ages 8 through 21, inside and outside of the school.

The Leslie Shankman School Corporation is an equal opportunity employer. All applicants are considered for employment without regard to race, color, national origin, religion, sex, age, marital or veteran status, or disability.