Speech Language Pathologist

St. Coletta of Greater Washington • Washington • 7m ago

Speech Language Pathologist
Under general supervision of the Speech Language Pathology Lead, the incumbent is responsible for evaluation, assessment and treatment of students with communication disorders associated with intellectual disabilities, autism and multiple disabilities.
The Speech Language Pathologist is expected to work independently, assess and write objective and attainable IEP goals and to develop individualized communication systems within a multi-disciplinary team. It is important to note that while providing speech language services the SLP is responsible for the supervision of the student(s) that may require the ability to keep up with a running student and or to lift or assist with lifting the student. This is essential to perform this task. An important aspect of the job is gaining knowledge of and implementing the assigned student’s Individual Education Plan goals and objectives as well as data collection and documentation of same.
In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures
Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies and compliance with other policies set forth in the Employee Handbook. Creativity, initiative and effective problem solving is also important to the success of the incumbent. Attend and participate in weekly team, staff and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely. Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day.

Examples of Essential Functions

Screen, identify, assess and develop recommendations for students with communication disorders and deficits in functional communication, speech, language, fluency, voice, feeding/dysphagia and pragmatics.
Provide individual and group treatment to students with varying speech and language abilities and needs.
Provide appropriate and effective interventions for students with a wide range of socio-economic and cultural backgrounds and with varying intellectual, social and behavioral abilities.
Develop and create appropriate augmentative/alternative communication (AAC) systems; train student, staff and parents on use of AAC (low-tech and hi-tech); ensure consistent use and incorporation of AAC into student’s program.
Advise and ensure the follow-through of adaptations, modifications and accommodations in order to maximize student learning and accessibility to the program.
Conduct comprehensive assessments and evaluations using a variety of assessment tools and resources; develop complete written evaluations.
Collaborate and actively participate in IEP meetings and conferences.
Notify teachers and administrators of identified speech and language students and develop an efficient schedule in which to work with them.
Research new information on intervention/treatment techniques, methods, assessment materials, and available resources; share information with teachers and parents as appropriate.
Ability to exert moderate physical effort in light work, typically involving some combination of bending, stooping, squatting, reaching, kneeling, crouching, crawling and brisk walking, and which may involve lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (40 lbs.).
Most tasks require oral communication, visual and hearing perception, and the ability to move around the classrooms, cafeteria, gym, facility, etc.
Maintain confidentiality of parent, student and staff personal identifiable information.
Other duties as assigned, including weekly participation in the morning and afternoon bus detail.

Knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities.
Knowledge of the current Federal guidelines for Special Education.
Ability to evaluate problems and progress of students.
Ability to independently problem solve and navigate the steps needed to accomplish the tasks of the position.
Requires strong interpersonal skills and the ability to communicate verbally and in writing.
Certificate of Clinical Competence from ASHA, or initiation of Clinical Fellowship year.
Tuberculosis screening to assure no significant risk to the health and safety of others.
Successfully passing a criminal background investigation and pre-employment and random drug screenings.
COVID-19 Vaccination(s)

Examples of Knowledge, Skills and Abilities

Thorough knowledge of the current principles, procedures, techniques and instrumentation used in evaluating speech and language status of children and young adults.
Thorough knowledge of the various types of speech and language disorders, and of their classifications, etiologies and manifestations.
Considerable knowledge of the relationships among speech and language difficulties with particular concern for individuals with multiple disabilities, intellectual disabilities and autism.
Considerable knowledge of the normal development of speech and language abilities.
Working knowledge of sound recorders, voice recorders, voice output devices and other specialized equipment used in evaluation and treatment of communication disorders.
Ability to develop, implement and coordinate speech and language services for students with communication disorders.
Ability to utilize various forms of data collection, including audio and video tapes, and language samples.
Ability to establish and maintain professional, caring and cooperative relationships with students and their guardians/families.
Ability to read, interpret, and follow safety rules, operating and maintenance instructions, and procedure manuals.
Ability to write routine reports and correspondence using English grammar and spelling.

Sensory Requirements
Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience
Completion of a master’s degree program in Speech Language Pathology, and holds a Certificate of Clinical Competence from ASHA or initiation of Clinical Fellowship year; as of 12/31/09 must be licensed by the District of Columbia’s Dept. of Health as an SLP.

School Hours
7:50 AM to 3:40 PM – Monday, Tuesday, Thursday, Friday
7:50 AM to 4:30 PM – Wednesday

Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Mobility		Physical Effort
Activity	% of Day	Lifting: Amt of Weight
Stand	15	Up to 10 lbs.	10
Walk	15	Up to 20 lbs.	10
Sit	60	Up to 45 lbs.	10
Bend	10	More than 100 lbs.	no
Climb stairs	15
Balance	100	Push/Pull: Amt of Weight
Stoop	20	Up to 10 lbs.	10
Kneel	10	Up to 20 lbs.	10
Talk	100	Up to 45 lbs.	10
Hear	100	More than 100 lbs.	no
Ability to perform a 2-person transfer.

Vision Ability
Activity
Close vision	100
Distance vision	100
Peripheral vision	100
Depth perception	100
Ability to adjust and focus	100

Manual or Finger Dexterity
Activity
Finger, handle or feel objects, tools or controls	50
Reach with hands and arms	30
Operate computer	40
Operate office equipment	20