Campus Technology Support Specialist - Assistive Technologist
Primary Purpose:
The Assistive Technologist evaluates and supports students with assistive technology (AT) needs to enhance access, engagement, and instructional effectiveness. This role collaborates with instructional staff to implement appropriate accommodations, modifications, and technology-based supports. The Assistive Technologist also assists the Director of Specialized Learning in planning, delivering, and evaluating AT services, serving as the district’s primary resource for assessing needs, acquiring devices, providing training, and monitoring effectiveness to ensure students with disabilities receive the AT necessary for a free and appropriate public education (FAPE).
Qualifications:
Education/Certification:
Bachelor's degree, and experience and/or training in assistive technology.
Special Knowledge/Skills:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
Major Responsibilities and Duties:
Assistive Technology Evaluation & Service Delivery
∙ Conducts initial and formal evaluations to identify students’ assistive technology needs across various environments (e.g., classrooms, playgrounds, community settings).
∙ Provides written evaluation summaries with recommendations for devices, software, strategies, and services.
∙ Provides direct and indirect assistive technology services as documented in students’ IEPs. ∙ Recommends AT device selection, customization, modification, and implementation strategies. ∙ Monitors the effectiveness of AT tools and strategies and adjusts supports as needed. Support for IEP Development & Compliance
∙ Assist staff in developing AT-related goals and supports students with disabilities. ∙ Creates written guidelines for documenting AT needs within the IEP, including devices, services, and connections to instructional goals.
∙ Ensures IEPs clearly describe AT tools, services, and required training for students, staff, and families.
∙ Ensures all required AT services (evaluation, customization, maintenance, training, coordination) are properly designated in the IEP.
∙ Coordinates the delivery of AT services with teachers, related service providers, and other stakeholders to ensure consistent implementation.
Training, Coaching & Professional Learning
∙ Provides training for students, parents, teachers, paraprofessionals, administrators, and support staff on the use, maintenance, and integration of AT devices and software.
∙ Presents professional learning at campus and district levels.
∙ Attends conferences, workshops, and training to stay current on AT innovations and district technology initiatives.
∙ Shares best practices and instructional strategies for effective classroom integration of assistive technology.
Collaboration & Leadership
∙ Acts as a liaison between Specialized Learning and Technology departments to ensure AT implementation aligns with district systems and infrastructure.
∙ Participate in district technology meetings, task forces, and committees.
∙ Collaborates with outside agencies, medical providers, and community organizations when appropriate.
Technology Support, Troubleshooting & Implementation
∙ Provides on-site assistance for AT-related problems or questions from staff.
∙ Supports teachers with setup and integration of AT for student projects.
∙ Ensure timely installation and updates of AT software and devices.
∙ Help maintain technology labs and other environments where AT is used.
Inventory, Procurement & Budget Management
∙ Maintains an accurate, current inventory of district AT equipment, software, and materials. ∙ Reviews and recommends AT hardware and software purchases.
∙ Assists in preparing AT purchase orders and monitors AT-related expenditures. ∙ Makes recommendations for repair, replacement, and lifecycle management of AT devices. Program Development & Continuous Improvement
∙ Assists in developing, implementing, and evaluating district-wide goals for assistive technology. ∙ Identifies opportunities to improve instruction and student performance using AT-based solutions. ∙ Ensures AT practices align with district instructional philosophy.
∙ Help evaluate AT implementation at both campus and district levels.
∙ Develop and models technology-integrated instructional projects incorporating AT.
Performs other duties as assigned.
Supervisory Responsibilities:
This job has no supervisory responsibilities.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Ability to use peripheral devices, high level language programming concepts, data management software, and application development tools.
Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping, pushing/pulling, twisting. 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. While performing the duties of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel,
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and to stand and walk. The employee is required to regularly lift and carry (less than 15 pounds). Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.
Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking, grasping/squeezing, wrist flexion/extension, reaching; may climb ladders.
Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45 pounds and over).
Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Occasional district-wide travel to multiple campuses, as assigned. The noise level in the work environment is usually moderate.
Mental Demands: Work with frequent interruptions; emotional control under stress.