Accessibility Specialist

University of Florida•Gainesville, FL

1d•Onsite

About The Position

The Accessibility Specialist conducts initial appointments with students to identify access barriers in academic environments. This role coordinates reasonable accommodations in collaboration with students, faculty, and DRC staff, and maintains appropriate records by thoroughly documenting communication with and regarding DRC students. The specialist orients students to the process of receiving classroom and testing accommodations, and informs them of available campus and community resources. They provide ongoing support for students via follow-up appointments, student success appointments, emails, and calls as requested. The Accessibility Specialist is responsible for a caseload of approximately 800 students with disabilities. They communicate with faculty when an accommodation is particularly complex, or when faculty have questions or concerns about DRC-registered students’ well-being or ability to succeed in a class. This role serves as a resource for students, parents, faculty, staff, and service agencies/providers, and provides advocacy support and addresses concerns as needed. The specialist maintains a current knowledge base of federal and state laws, regulations and rules governing the provision of services for persons with documented disabilities and their application within a post-secondary educational setting. They pursue self-directed learning on national trends and best practices in accessibility and accommodated learning, including efforts to promote equal access and to reduce possible stigma associated with differences in ability. The Accessibility Specialist serves on departmental, divisional and university-wide committees and task forces. Other duties as assigned and assists in the Testing Office as needed.

Requirements

Master's degree in an appropriate area; or a bachelor's degree in an appropriate area and two years of relevant experience.

Nice To Haves

Master’s degree in a related field of expertise (such as higher education, special education, rehabilitation counseling, social work, school psychology, or occupational therapy) and four years of appropriate experience; or bachelor’s degree in a related field of expertise (such as education and health sciences) with at least five or more years of related and practical experience.
Experience working with students with physical, sensory, psychological, or learning disabilities
Experience in developing, coordinating, and/or implementing care plans for individuals with disabilities or medical/health needs.
Proficient in use of a Windows-based computer and Microsoft Office.
Outstanding time management and organizational skills.
Strong student support services skills.
Effective professional written and oral communication skills.
Strong work ethic

Responsibilities

Conducts initial appointments with students to identify access barriers in academic environments.
Coordinates reasonable accommodations in collaboration with students, faculty, and DRC staff.
Maintains appropriate records by thoroughly documenting communication with and regarding DRC students.
Orients students to the process of receiving classroom and testing accommodations, as well as informing them of available campus and community resources.
Provides ongoing support for students via follow-up appointments, student success appointments, emails, and calls as requested.
Responsible for a caseload of approximately 800 students with disabilities.
Communicates with faculty when an accommodation is particularly complex, or when faculty have questions or concerns about DRC-registered students’ well-being or ability to succeed in a class.
Serves as a resource for students, parents, faculty, staff, and service agencies/providers.
Provides advocacy support and addresses concerns as needed.
Maintains a current knowledge base of federal and state laws, regulations and rules governing the provision of services for persons with documented disabilities and their application within a post-secondary educational setting.
Pursues self-directed learning on national trends and best practices in accessibility and accommodated learning, including efforts to promote equal access and to reduce possible stigma associated with differences in ability.
Serves on departmental, divisional and university-wide committees, task force.
Other duties as assigned and assists in the Testing Office as needed.