Disability Coordinator

Disability Coordinator

The Disability Coordinator is responsible for planning and assisting teachers and home visitors in implementing services for FNA Head Start children displaying a developmental delay or diagnosed disability. Working in partnership with families, teachers, home visitors and partnering agencies they guide the development of a plan of care that incorporate IFSP or IEP goals. Provide coaching as well as mentoring about disability best practices in relation to early learning as requested by the Education Managers of Early Head Start and Head Start.

The incumbent will support comprehensive learning as well as the social emotional development of infants, toddlers, and preschoolers in compliance with Head Start Performance Standards and Alaska Child Care Licensing Regulations.

Job Duties

• Implement FNA Head Start 0-5 Disabilities Policies and Procedures to guide action, in coordination with the Head Start Performance Standards while supporting a comprehensive continuum of services to children with special needs.
• Facilitate the referral process for children identified through the screening process, or by other means, who need further evaluation, supportive services, or treatment.
• Participate or coordinate with partnering school district liaison(s) in the IFSP and IEP development and review process.
• Maintain all necessary tracking systems (including the use of Child Plus), files, documentation, records and reporting forms related to both disabilities and coaching/education related component areas.
• Ensure all required activity is performed within prescribed times, kept current, and that monitoring reports documenting services are accurate and accessible.
• Use data from sources including but not limited to monitoring reports, program information report reviews, child screenings and assessments, and annual needs assessments to evaluate services and implement changes or innovative approaches to support teachers, children, and families. Reference: Head Start.gov or Head Start Act.
• Become knowledgeable of community and agency resources that serve children with special needs and link families to these resources. Work in tandem with staff and community resources to foster coordinated and integrated services for children with special needs.
• Arrange for supportive services (transportation, information, or resources) for families to get to and from child-related appointments.
• Monitor services children receive both on-site and off-site (Occupational Therapy, Physical Therapy, Speech/Language, other therapeutic services, learning environment set-up, including IFSP or IEP reviews).
• Participate in staff development and other training programs relevant to the professional role.
• Arrange training, follow-up, and support services for teaching staff as needs indicate, or as requested by staff and approved by management.
• Work with Education Managers and Family Wellness Coordinator as needed to provide comprehensive services including, family engagement activities or meetings focused on children with disabilities using the Family Goal setting process.
• Facilitate transition processes, advocating for appropriate placement for children with special needs.
• Assist with staff training on age and developmentally appropriate environments, child development theories, curriculum, materials and equipment for an inclusive classroom and center, to include playgrounds.
• Participate in the annual program self-assessment and engage in ongoing assessment of the quality of services provided by the disabilities, education, and child development components.
• Perform classroom observations using schedule coordinated by the Education Managers and CLASS Coaches. Provide input during work groups to assess program needs and planning strategies for system/process improvement and/or development of early childhood education, disabilities, and mental health.
• Incumbent of this position must work well under pressure, meeting multiple and conflicting deadlines. The incumbent shall always demonstrate cooperative behavior with colleagues, supervisors, consultants, program families adhering to FNA Employee Policy and Office of Head Start Performance Standards.
• Attend staff meetings, family support meetings, and other scheduled meetings and required trainings.
• Adhere to all State licensing regulations and Head Start Performance Standards.
• Act as a positive role model for children, especially regarding respecting the feelings and rights of others.
• Follow program procedures for reporting child abuse and neglect.
• Perform other job-related duties as assigned.

Necessary Knowledge, Skills, and Ability

• Strong understanding and knowledge of the Head Start Performance Standards, State of Alaska Licensing requirements, the FNA HS 0-5 written work plan and policies and procedures.
• Culturally competent and sensitive to diverse lifestyles, gender neutral, generation sensitivity and ability to interact and work with Alaska Native and American Indian populations.
• Strong understanding and verbal…