Language Assistant

Language AssistantA language assistant is a special education assistant who has a primary responsibility for a deaf or hard of hearing student whose primary mode of communication is spoken language. The role of the language assistant will be defined in the individual student's IEP. The hearing-impaired student's need for the support of the language assistant will be reviewed every 90 days. Decreasing support for students will be addressed along with a plan and timeline determined by the case conference committee. The language assistant will receive training in hearing, language, and educational support, including training in adaptations, modifications, assistive technology, and specific behavioral interventions required. The language assistant will be a member of the child's educational team and may be asked to attend the child's case conference committee meetings, supply oral and/or written reports on progress. The language assistant will understand that the goal of this service is to allow the student to function independently in the areas of listening and speaking, and thus the assignment is a temporary one. The language assistant will cooperate with the regular education classroom teacher and will keep all student information confidential. Daily check of hearing aids and FM systems. Observe and, if needed, support "on task" behavior of assigned student in the classroom. Check for understanding of oral instructions. When appropriate, have the student repeat directions. When appropriate, repeat or restate teacher directions. Monitor student follow through with decreasing support. Repetition and expansion of the child's spoken language Acts as a narrator when needed of classroom experiences. Encourage classroom participation. Encourage age-appropriate self-advocacy and social interaction skills. Encourage and facilitate, when needed, interaction with the regular education teacher and peers. Model age- appropriate language to increase verbal skills and articulation. Understand the child's IEP goals and keep records to share with support staff on progress to goals. Become familiar with the state standards for the grade level of the assigned student and work to assist that student in meeting those standards. Support vocabulary, concepts, and skills that occur in regular educational settings. Work individually with the student on skills acquisition as appropriate for the grade level, as determined by the regular education teacher and/or the teacher of the hearing-impaired. Assist in the implementation of the IEP, especially regarding hearing and language support in the classroom. Under the guidance of the regular education teacher, work with the student on work or concepts not understood or missed as a result of hearing/language issues, or if the student is out of the room receiving support or therapies from other special education staff. The preferred candidate will:be a licensed elementary teacher, orhave at least 48 hours of college credit, orhave an associate degree, orbe willing to take and achieve a passing score on the Para Pro Assessment prior to beginning work. The preferred candidate will have knowledge of listening skills, spoken language development, and assistive technology for deaf and hard of hearing students. The preferred candidate will have the ability to work cooperatively with teachers and the educational team to implement IEP adaptations, behavioral strategies, and student independence goals. The preferred candidate will have proven planning, time management, tracking, and oral/written communication skills, with strict commitment to student confidentiality.