Learning Specialist, Center Student Accessibility

Job Title:

Learning Specialist

Department:
Center for Student Accessibility

Reports to:

Valiant Launch Coordinator

Effective Date:
August 27, 2026

# of Direct Reports: 0

# of People Supported:
All students (~45) enrolled in the fee-based learning support program.

The Center for Student Accessibility at Manhattanville University is seeking Learning Specialists to work 20 to 29 hours a week. Learning Specialists, through the Valiant Launch Program within the Center for Student Accessibility, partner with students with varying disabilities to support them in their efforts to successfully access the college curriculum, develop greater independence, and achieve their academic and personal goals.

Using an individualized approach, Learning Specialists meaningfully engage with each assigned student for three to four hours weekly. Learning sessions focus on strengthening executive functioning skills such as organization, time management, planning, prioritizing, and studying, while simultaneously fostering self‑awareness and self‑advocacy. Course content is used as a springboard to help students develop effective learning strategies tailored to their individual strengths and needs.

Self‑determination is central to this program, empowering students to take ownership of their learning and informed choices about their academics. Learning Specialists strive to create an inclusive, respectful environment that appreciates individual learning differences. Learning Specialists will keep detailed and confidential records of each session with the student, noting progress toward Semester Academic goals and areas of concern.

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• Provide three to four hours of individual, in‑person, customized services per week per student that align with student’s learning strengths and needs and build student’s own executive functioning skills.
• Together, with the student, identify barriers and develop learning strategies to enhance students’ college‑level academic skills so that students begin to build their own “toolbox” of strategies that can be applied across disciplines.
• Use student’s own class assignments to create clear and documented “chunked” assignments per session to support student’s ability to keep up with coursework.
• Collaborate with the student, Launch Program Coordinator, Center for Student Accessibility Director, and other Learning Specialists to ensure students are receiving appropriate services and support.
• Encourage students to self‑advocate and communicate with professors in a timely manner to ensure all course expectations are met.
• Work with additional students as a substitute on an as‑needed basis.
• Cover a weekly shift of learning support drop‑in hours open to all students enrolled in the program.
• Provide students with information regarding other useful resources available on campus that will further equip students with ability to achieve academic goals.
• Attend and participate in meetings and workshops provided by the Launch Coordinator, Director, and/or Assistant Director.
• Maintain confidentiality in regard to student work, disability, and identity.
• Flexibility to pivot to remote learning if the campus is closed.
• Complete weekly reflection forms and support students as they complete student weekly reflection forms.
• On time completion of all paperwork, including timesheets.

• Experience working with university students with disabilities.
• Knowledge of a variety of disabilities and how those disabilities can impact learning and adjustment in a university learning environment.
• Excellent verbal and written communication skills.
• Excellent organization skills and attention to detail.
• Demonstrated ability to teach and reinforce executive functioning skills such as time management, organization, planning, prioritization, task initiation, and study strategies.
• Ability to coach students in self‑advocacy and self‑reflection while maintaining appropriate professional boundaries.
• Comfort using technology to support learning (learning management system and assistive technology).
• Commitment to supporting students without editing, drafting, or completing…