Occupational Therapist / Transition / VR
- Position Type:
Related Services/Occupational Therapists
- Date Posted:
District Wide - Glendale, AZ
- Closing Date:
Until Filled   Additional Information:
- Assess student traits, aptitudes, functional performance, and process skills relative to current and future work environments (including but not limited to physical abilities, sensory processing, self-regulation, cognition, and communication skills).
- Use research, evidence, experience, and knowledge of common characteristics of various educational disabilities, DMS V diagnoses, medical conditions, and side effects of pharmacological treatments to predict needs, constraints, possible limitations, and reasonable outcome expectations.
- Locate possible work-based learning opportunities, analyze worksites and job tasks relative to student abilities to determine vocational fit, identify potential safety and ergonomic concerns and make recommendations to minimize risk of strain and/or injury, and contribute to student internship placement decisions.
- Identify instructional strategies, accommodations, modifications, and/or supplemental aids and services; and procure, train, and monitor implementation of adaptive equipment/assistive technology to promote skill acquisition, enhance work performance, and facilitate independence in class and at internship worksites.
- Monitor student progress with individual and program objectives, internship worksite expectations, response to coaching and on-site supervision, staff/co-worker interactions and relationships, task demands, ability to navigate environment, use equipment and tools, and follow protocols, processes, and procedures.
- Assist with daily operations including scheduling, service coordination, training, and supervision of support staff, developing instructional resources and lesson plans, collecting/analyzing student performance data.
- Collaborate with a variety of groups and/or individuals (teachers, instructional support staff, job coaches, parents, community internship partners and employees, outside providers, adult agency representatives, and others) for the purpose of communicating (both verbally and in writing) student performance, progress, strengths, and needs.
- Respond to inquiries, requests for details, training, and/or support, to ensure students, staff and community partners receive relevant, accurate, and timely information for decision making.
- Have reasonable understanding and knowledge of transition services and requirements under IDEA, VR, DDD, ALTCS, and AHCCS, in order to participate in postsecondary planning meetings, provide technical assistance to families, and ensure a seamless transition from high school to adult services.
- Help to evaluate the effectives of the program from relevant stakeholders including students, parents, employers, schools, and vocational rehabilitation counselors.
- Take all reasonable precautions to protect students, equipment, materials, and facilities. Attend staff meetings and professional development trainings. Routinely collaborate with and seek guidance from Transition Services Coordinator, Special Education Coordinators, and/or Special Education Director.
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
- Must be able to pass a fingerprint and background clearance check.
- Must be able to obtain and maintain an Arizona driver’s license.
- May be required to lift and carry heavy, bulky supplies and materials weighing up to 20 pounds
- May be required to lift students weighing up to 60 pounds
- May be required to work outside normal working hours
- May be required to travel to perform work functions
Position Title: Occupational Therapist / Transition / VR
Department: Special Education
Supervisor: Director of Special Education
Term of Employment: 9 months
Salary Classification: Occupational/Physical Therapist Salary Schedule
Job Summary: The job of TRANSITION PROVIDER – SPECIAL EDUCATION/WORKS is done for the purpose/s of providing support to the instructional program with specific responsibilities for assessing student skills relative to work tasks and environmental demands; identifying and implementing strategies to improve work performance; facilitating job coaching services, workplace accommodations, and/or job customization; providing disability awareness training to community business partners and employees; and orchestrating transition planning services with adult service agencies on behalf of students with developmental disabilities so they may pursue competitive, integrated, employment opportunities after high school.
This job reports to ASSIGNED SUPERVISOR.
Essential Functions: Essential functions, as defined under the Americans with Disabilities Act, may include, but are not limited to, the following tasks, duties, knowledge, skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all functions and tasks performed by incumbents in this class.
ESSENTIAL DUTIES AND RESPONSIBILITIES generally include the following. Other duties may be assigned:
SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills inorder to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include evaluating, modifying, and documenting effectiveness of services; administering and interpreting assessment instruments; making predictions based on clinical/education knowledge & experience; operating technical/adaptive equipment and office equipment including pertinent computer software; preparing and maintaining accurate records; and adhering to confidentiality and safety practices.
KNOWLEDGE is required to perform algebra and/or geometry; read and interpret highly technical information; writetechnical materials, and/or speak persuasively to implement desired actions; ability to analyze situations, define issues and draw conclusions. Specific knowledge-based competencies required to perform the functions of the job include: knowledge of federal and state laws pertaining to special education and transition services under IDEA; common childhood and adult disabling conditions, DSM V diagnoses, side effects of common pharmacological interventions for medical, behavioral, and/or psychiatric conditions, behavioral management strategies, health standards and environmental hazards; developmental stages of learning; abnormal development and categories of educational disability.
ABILITY is required to schedule a significant number of activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work independently, work with others, and work on behalf of others in a variety of circumstances; to work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to use a variety of job-related equipment, operate a district van to drive students/staff to various locations in the community, and use computer programs to record record, retrieve, and express data, and exchange information. Problem solving is required to collect, analyze, interpret, predict, explain, and respond to data.
Responsibilities include working under limited supervision, following standardized practices, advising others, providing information, and demonstrating fiscal responsibility.Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
MINIMUM QUALIFICATIONS: Job related experience with increasing levels of responsibility is desired. Occupational Therapy (BS, MS, OTD) from an accredited college, appropriately certified and currently licensed with AZ. ADE Special Education Teacher Certification OR Related Service License and/or ADE Certification (if applicable). Valid Driver’s License & Evidence of Insurability