1.0 Regular Substitute Speech Language Pathologist -2 positions

Williamsville Central School District•East Amherst, NY

6d•Onsite

About The Position

A Regular Substitute Speech Language Pathologist is needed for two positions, serving as a replacement for a teacher on a leave of absence for a minimum of one semester and a maximum of a full school year. The assignment dates are from September 1, 2026, to January 29, 2027. These positions are available at Forest Elementary/Non-Public Schools and North High School/Non-Public Schools. The role involves providing therapeutic services to students with various speech and language delays, collaborating with a multidisciplinary team, and supporting students with disabilities, including those with autism and developmental delays.

Requirements

Must possess and retain NYS Certified License as a Speech Language Pathologist.
Possess experience as a Speech Language Pathologist, with demonstrated opportunities to work with students with medical/health issues and/or developmental delays.
Possess knowledge of a variety of disabilities and the potential effects upon a student’s expressive, receptive and pragmatic language functioning.
Certified, Trained or Experienced in the area of Adaptive Behavioral Analysis (ABA).
Possess strong understanding of Federal & State Mandates pertaining to supporting students with disabilities.
Possess demonstrated skill in Speech Language Assessment and the development of intervention plans and goals appropriate to address all facets of communication needs of the student.
Possess knowledge of the resources and supports available to assess the daily language skills and functioning of students with disabilities, particularly students with autism, cognitive and pervasive developmental delays.
Possess an ability to work effectively as a member of a multidisciplinary team as well as schedule and coordinate intervention with a variety of service providers.
Possess knowledge of the resources and supports available to assess, design, train and monitor the use of assistive technology and augmentative communication devices.
Possess well-developed written and oral communication skills, and proven ability to interact positively with students, parents and colleagues.
Possess effective case management and resource management skills.
Possess demonstrated experience in applying research-based therapeutic and instructional methodologies when working with students with disabilities.
Possess the ability to remain flexible and respond effectively as emergent classroom situations warrant.
Possess knowledge and experience with IEP writing, data collection, and presentation.
Possess knowledge and experience with reporting mandates and processes.

Responsibilities

Serves as a resource to school staff in the development of a balanced program for oral communication and speech/language development.
Provides a therapeutic program to meet individual needs of children with various speech and language delays.
Demonstrates proven experience working with students with a variety of disabilities.
Provides a thorough assessment and diagnosis of speech, voice, hearing and language impairments.
Provides appropriate individualized programs of therapy to meet specific students’ needs and remediate existing speech and/or language disabilities.
Collaborates with classroom teachers and other school staff members to implement prescribed language intervention, assistive technology and/or augmentative communication through suggestions for the student’s daily activities.
Collaborates with colleagues and administrators to provide support for the development of the student’s language and socialization skills as well as facilitate acquisition of skills necessary for transition to post-high school settings.
Provides information and support to parents and families when appropriate.
Provides in-service education and serves as a consultant to teachers and school staff on topics concerning speech/language skill development and inclusion of students with disabilities within the general education setting.
Compiles case history data on those cases where additional family history, health history, early developmental history, and environmental history are deemed appropriate.
Evaluates and monitors each student in terms of his/her progress toward attainment of specified learning goals.
Develops Individualized Education Plans and integrated goals.
Facilitates the inclusion of students with disabilities in the general education environment.
Communicates with parents and other team members, including agency representatives specializing in the support and instruction of students with disabilities.
Participates in the school community outside of the classroom and school day.
Other responsibilities as assigned by Building Administration, the Coordinator for Special Education, or the Assistant Superintendent for Exceptional Education and Student Services.