Position Summary

Under the direction of the Special Education Local Planning Area (SELPA) Executive Director, the Assistive Technology Specialist (ATS) shall provide expert consultation and leadership in the design, implementation and maintenance of the Assistive Technology Program. The AT Program is designed to build the capacity of districts and their staff to use technology to improve the performance of struggling students through training, consultation and development.

Distinguishing Characteristics

The ATS occupies a foundational role in supporting districts to build capacity to support struggling learners and provide accessible environments. This position plays a key role in offering guidance and assistive technology expertise to a broad spectrum of educators and community members. The ATS works closely with district administrators, staff, and IEP teams promoting alignment with legal mandates, universal design, and inclusive practices. 

Supervision Received and Exercised

The position is supervised by a SELPA Program Director. The ATS may oversee staff under the direction of the Executive Director in order to implement programming, training, or curriculum. The position does not formally evaluate certificated staff.

Examples of Duties and Responsibilities (Examples of Essential Job Functions)

• Supports districts and their staff in capacity building in the meaningful and productive use of accessible technology and consideration of student’s individual needs through:
  • Training and skill-building opportunities.
  • Coaching and mentoring activities.
• Guides IEP teams with the process and documentation of Assistive Technology Consideration.
• Attends IEP meetings as necessary to consult on assistive technology and co-develops goals and objectives for students.
• Provide technical assistance to teachers, specialists and paraeducators pertaining to adaptation and modification needs for curriculum instruction, communication, and/or environment through site visits, direct work with students, phone and email correspondence as part of related IEP services.

• Maintains and manages an inventory of items and equipment purchased for a short-term and long-term loan program.

• Evaluates and designs professional development; researches, plans, designs, provides staff development, workshops and technical assistance to support accessible and inclusive environments for students.
• Prepares reports, maintains program files and record keeping systems for documentation and funding.
• Effectively manages schedule and time to proactively support coaching and mentoring, upcoming trainings, incoming requests for assistance, ongoing material development, and maintenance of equipment.
• Develops and maintains positive working relationships with districts, education staff, families, and community agencies.
• Complies with the rules and regulations set forth in federal and state special education laws and regulations.
• Actively engages in ongoing professional development to maintain and stay current regarding best practices in Assistive Technology, Universal Design for Learning, supervision and leadership.
• Facilitates the Low Incidence Committee to review requests for equipment funding to support district acquisition of equipment.
• Assumes responsibility for other projects as assigned by supervisor.

Qualifications

Knowledge of

• Cutting edge emerging and innovative technologies for supporting universal learning.
• Assistive technology supports and strategies to address access, academics, communication, mobility, positioning, recreation/leisure/play, environmental control and activities of daily living.
• Accessibility features built in to standard operating computer platforms.
• Funding and referral sources and process.
• Laws/regulations regarding individual’s rights to access AT and other forms of technology.

Ability to

• Work and communicate effectively with administrators, instructional staff, and families to build capacity for IEP teams to make robust assistive technology considers.
• Effectively communicate on the benefits of using technology to improve instruction, better meet the needs of all learners and foster student participation and engagement.
• Design, develop, implement and conduct effective training that engages adult learners.
• Work with a variety of individuals and groups in a respectful, courteous, and patient manner.
• Prepare and maintain various narrative and clinical records, reports and files.
• Travel to various locations within the SELPA.
• Work independently and adapt to changing work demands.

Education and Experience

Minimum Qualifications:

• A valid Education Specialist Credential or Clinical or Rehabilitative Services Credential, or equivalent.
• Five (5) years successful work experience in a teaching or clinical position, with minimum of one of these years providing assistive technology assessment and services.

Preferred Qualifications:

• Master’s degree.

Working Conditions (Work Environment)

Work is performed in an office or school environment, continuous contact with staff, students, and representatives of other agencies required.

Environmental Elements

This position requires the individual to sit and work for various periods of time. It can also require the individual to drive long distances and work in various educational settings.

Physical Demands

• Ambulate effectively within education settings including classrooms and outside play areas with students and staff.
• Report to multiple worksites in a given day or during the work week.
• Move to indoor and outdoor work locations and stand/move/sit for extended periods of time.
• Lift heavy objects (up to 40 lbs.) on an intermittent basis.
• Frequently bend, kneel and/or sit at student’s level.
• Sufficient arm, hand and finger dexterity to use a personal computer keyboard, multimedia and other office equipment.
• Hearing and speaking skills to project voice and to communicate with staff and students in classroom settings and in on-on-one conversations and in speaking to groups.
• Visual acuity to read printed materials, computer screens and to observe students performing assignments, observe moving objects and events.
• Mental acuity to collect and interpret data, evaluate, reason, define problems, establish facts, draw valid conclusions and make valid judgments and decisions.
• Sufficient hearing to conduct in person and telephone conversation.
• Drive a vehicle to conduct work.

Other Requirements

• Must be fingerprinted and a satisfactory Department of Justice records check must be received by HCOE prior to employment.
• TB testing and/or risk assessment will be required upon employment.
• Must pass a pre-employment physical (if applicable).
• May be required to obtain first aid and CPR certificates within the first 6 to 12 months of employment.
• May be required to drive with or without students; some positions may require a California driver’s license, proof of insurance and possible participation in the DMV Pull Notice Program once employed.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

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Updated 8/19/2024