Deaf Hard of Hearing Facilitator

POSITION SUMMARY:

The Deaf and Hard of Hearing (D/HH) Department of the South Bend Community School Corporation serves students who are Deaf and Hard of Hearing in school programs.  Language needs, communication access, and instruction for these students vary greatly.  D/HH students with difficulties in language and communication skills might be best served with the addition of a communication facilitator to their educational team.  D/HH Facilitator is a broad term and specifics related to the position vary depending on student needs. For each individualized position there is a range of duties, qualifications and requirements.

The D/HH Facilitator’s role is to make it possible for the student to access the varied activities of the educational program and to encourage appropriate interaction with peers.  The facilitator takes directions and cues from the teacher and child, communicates using language appropriate for the child, and must clarify aspects of the child’s surroundings (i.e., routines, rules, concepts, and social norms).  The facilitator assists staff and peers in developing appropriate receptive and expressive communication strategies with the child.  That person interprets or paraphrases instructions, stories told aloud, and other spoken exchanges of the teachers (general education teachers, special education teachers, etc.) and classmates.

Depending on the exact nature of the educational placement, the facilitator may be asked to teach small groups, take notes, read tests, tutor one-on-one, perform other tasks specific to the assigned D/HH student, and participate in meetings with the Case Conference team, etc. The communication facilitator will be supervised, trained, and evaluated by the Teacher of the D/HH that is assigned to that school, in addition to input from the General Education Teachers and the school Principal. The day-to-day activities, and consequently the responsibilities of the Communication Facilitator, vary across educational levels and environments.

QUALIFICATIONS

• Strong spoken and written English skills.
• Ability to collect data and document information as directed.
• A range in skills in language/communication modes common to children with hearing loss (Including, but not limited to:Sign Language, Cued Speech, Total Communication, Auditory Training)

• Experience or strong will to work with children of varying maturational, communicative, cognitive, and functional educational levels in addition to hearing loss.  
• Training in child development, education, behavior management would be beneficial.

• Knowledge of inclusion in an educational setting.
• Ability to work as a collaborative team member.
• Creative, energetic, flexible, patient, and able to meet the physical demands of the student.
• Has initiative, self-directed and motivated. Has the ability to work without direct supervision or micromanagement.
• Pass Para-Pro Test OR at least 60 hours of college credit.
• Follows SBCSC standard policies of employment.

DUTIES AND RESPONSIBILITIES Under the direction of the school team (TOR, TOS, General Education Teachers, Principal, etc.) as outlined by a student’s IEP:

•       The D/HH Facilitator’s primary role as a member of the educational team is to facilitate communication between the D/HH student and general education teachers, administrators, peers and other school staff in the student’s preferred communication mode(s).
•       D/HH Facilitator will perform other duties (lunch, recess, transitions, and meet student personal needs such as diapering, feeding, lifting) required of all building staff as directed by the building principal, as long as duties do not interfere with the primary role of facilitating communication for the D/HH student. If the D/HH student is absent, the communication facilitator may be reassigned to alternative duties or continue in their assignment to prepare instructional materials for D/HH students.
•       D/HH Facilitators will be expected to participate in routine staffings, case conferences, job specific training and continuing education as required by their job assignment.
•       D/HH Facilitator will collaborate with the teacher of the D/HH and other school staff regarding environment, lessons, materials, technology, etc. to optimize the student’s access to all auditory and visual information.
•       D/HH Facilitator will monitor student comprehension and provide repetition, reinforcement, and remediation while fostering application of strategies used across environments, appropriate communication strategies, and self-advocacy skills.
•       D/HHFacilitator will promote the process toward independence in all areas (HAT, CAT, social, self-advocacy, academic, etc.)
•       D/HH Facilitator as Note-taker especially, must have the ability to communicate effectively in oral and written forms; with competence in English grammar and mechanics (spelling, capitalization, and punctuation.)·       

D/HH Facilitator as Note-taker will take comprehensive and legible notes.  They must convey information accurately, giving the content and the spirit of the speaker, to the best of their ability. They will be responsible to aid the student in the understanding of curriculum through use of the notes provided.

•       D/HH  Facilitators as Note-takers must be knowledgeable about content, assignments, assessments, deadlines, etc. and may need to do assignments along with students as directed.

Additional Training May Include, but is not limited to:

• SBCSC required, Department directed, Teacher directed
• Specific training depending on position and student needs that will/could include:

       Understanding Hearing Loss and Educational implications

  HAT training

  Sign Language

Auditory Training

  Language Facilitation

  Note taking

  Instructional or Remediation Methods

  Technology

____-Note: This is not an RID or State Certified Educational Interpreter position.