School Speech

Why Join Aveanna Education Services?

Want to make a difference?

So do we

We believe that everyone is capable of growth and development, and if people are not growing and developing, it’s because they haven’t been given the proper support (yet).

That’s where we come in

We are here to help each person with whom we work grow, develop, and become a little bit better today than they were yesterday.

Apply your skills as an SLP in a public-school setting and begin making a difference in the lives of students with special needs.

Position Summary : The Speech-Language Pathologist is responsible for delivering direct therapy to students receiving special education services with a primary or secondary disability of “speech or language impairment.”

Work individually with students 1-2 times a week in pull-out, and/or push-in sessions, hold small-group sessions with students working on similar goals, and consult with teachers on behalf of other students 1-2 times a month. School districts vary with respect to requiring SLPs to complete speech and related evaluations.

SLPs must collaborate with teachers, parents, and other professionals to gain an understanding of students’ strengths, interests, and needs with respect to speech and language services.

Depending upon the school district, SLPs should be able to utilize a variety of evaluation tools to assess students’ speech or language needs and help determine if they are eligible for special education services.

SLPs will propose relevant IEP goals to students’ interdisciplinary teams and work throughout the year to help students achieve their goals.

SLPs will need to collect and summarize data on students’ progress, and draft progress reports as per district schedules. In addition to collaborating with teachers and parents, SLPs will need to work closely with other professionals such as school psychologists, behavior analysts, and mental health therapists.

SLPs will often need to support students’ use of high, and low-tech AAC systems.

Relatedly, experience with the SETT framework is desirable, as SLPs will often serve as a primary resource for SETT evaluators. Experience with RTI and MTSS is desirable, as schools place high value on the insights SLPs can offer child study teams. Experience with or the ability to develop and coordinate therapy schedules to ensure students receive all services identified in their IEPs is essential. Experience with feeding and swallowing evaluations and interventions is a bonus.

Additional Job Functions ·

Review/discuss caseload with Aveanna’s Clinical Director at least once a month. ·

Assists and guide teachers in observing, describing, and referring suspected and identified speech and language impairments. ·

Provide screenings to identify students who require speech and/or language interventions and/or referral for formal assessment. ·

Provides information and support to parents and families when appropriate. ·

Provide a written evaluation defining Speech-Language Pathology needs, goals and expected outcomes. ·

Serves as a resource consultant for clinical staff. Requirements ·

Masters’ Degree from accredited university or program in Speech-Language Pathology. ·

Current and unrestricted SLP license to practice in the state of practice (not under investigation for anything that may jeopardize one’s license). ·

Additional requirements vary by state and district (e.g., First Aid, CPR certification, mandated reporter training, child abuse clearances, criminal history background checks). ·

Continuing Education as required by state and/or licensing/regulatory bodies. Other Skills/Abilities ·

Ability to adhere to confidentiality standards and professional boundaries at all times. ·

Effective problem-solving and conflict resolution. ·

Good organization and communication skills. Physical Requirements ·

Must be able to speak, write, read and understand English. ·

Must be able to travel. ·

Must be able to lift 50 pounds. ·

Prolonged walking, standing, bending, kneeling, reaching, and twisting. ·

Must be able to appropriately respond physically and mentally to emergency situations. ·

Must be able to sufficiently reposition students and move equipment without assistance.

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