Visual Language Specialist ASL Indianapolis Job Indianapolis Indiana USA,Education / Teaching

Position: Visual Language Specialist :: ASL :: Indianapolis :: IN
Location: Indianapolis

Summary

The position acts in the role of the Visual Language Specialist for the Center for Deaf and Hard of Hearing Education (The Center). This position reports directly to the Deaf Education Coordinator and functionally to the Assessment Team Lead.

Duties

Incumbent works as a specialist in visual languages, including American Sign Language (ASL). The incumbent’s specialty will be used to provide ongoing services, assessments and trainings to deaf and hard of hearing children and their families. Service provision may include early intervention, teacher of deaf/hard of hearing, School‑Age Mentor services. Assessments may occur individually or as part of the Center’s multi‑disciplinary team charged with providing assessments and services to children who are deaf or hard of hearing, birth through school exit, and their families throughout the state of Indiana.

The Visual Language Specialist reports to the Deaf Education Coordinator.

Participates in multi‑disciplinary assessments of children who are deaf or hard of hearing in the state of Indiana.

After completion of assessment, provides preliminary results to parents and professionals involved with the child.

Provides language evaluation of students using relevant or adaptive testing materials, frequently working in conjunction with the assessment team’s speech language pathologist.

Submits a written assessment report as a portion of the multidisciplinary team report. Represents assessment team at case conferences as assigned.

Continues to expand upon the number and type of ASL as well as other visual language and communication assessment tools by working with researchers in the field.

Develops and shares resource materials regarding the developmental milestones of ASL, the development of bilingualism, visual language learning, and strategies for visual access in various educational settings.

Creates and provides trainings for families and professions related to ASL development.

Coordinates the development of ASL programming and resources for families.

Performs duties related to the coordination of the Deaf Mentor Program as well as School‑Age Mentor services.

Provides consultation as to determine appropriate goals, objectives, strategies and educational or classroom accommodations for students who are deaf or hard of hearing.

Provides support to the teachers of the deaf and hard of hearing of students referred for evaluation when they need assistance for follow up and support of strategies for students in need of ASL and other visual language supports in the classroom setting. May also provide consultation and support to Early Intervention Professionals.

Observes students who are deaf and hard of hearing in their educational environments and provide consultation, technical assistance and resources related to a child’s access.

Works collaboratively with Educational Interpreters to determine appropriate language matches for children who are deaf or hard of hearing.

Participates in Center initiatives and committees.

Attends professional development activities.

Contributes ideas and efforts for Deaf Educational programming, Assessment team and Center improvement.

Represents the Center in various functions as determined by the supervisor.

Completes other duties as assigned, such as consultation and programming for post‑secondary transition for deaf and hard of hearing students.

Job Requirements

Willingness to uphold the Center’s Mission, Vision and Guiding Principles.
Ability to communicate clearly and have organization skills.
Strong background in American Sign Language linguistics and teaching reading and English to deaf and hard of hearing children.
Fluency in four major areas of American Sign Language: expressive, receptive, grammar and literacy.
Ability to observe, evaluate and assess child/student competency levels in American Sign Language as well as using other visual language strategies; ASL Tactile skills would be positive as well to observe and assess those skills in deaf‑blind children/students.
Knowledge of child development and adolescent behavior.
Ability to write reports concisely and in a timely manner to comply with deadlines.
Good interpersonal skills.

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