The sample jobs here are posted for the perusal of those who need assistance in building a job description for a Disabled Student Services position. This can also be used to compare what other institutions are doing in order to develop an appropriate salary structure. We hope that this listing will grow greatly over time.

Learning Disabilities Specialist Position
Typical case load for a year is somewhat less than 100.

Overall responsibilities include Coordinate and provide learning disabilities diagnostic testing administration and interpretation
Determine need for testing through intake interview and or review of previous testing records
Administer tests
Present test and interview results for diagnosis staffing
Document results
Provide appropriate referrals
Determine authorization for priority scheduling
Obtain information for other sources, such as medical, educational, psychological, etc.
Advise and evaluate academic, personal, and vocational plans for students
Assist students with learning disabilities, ADHD, TBI to understand cognitive strengths and weaknesses
Assist students in developing self advocacy skills
Clarify and instruct in use of needed support services and accommodations
Assist in development of appropriate study strategies
Evaluate effectiveness of accommodations and strategies used
Provide consultation with faculty, staff, students and tutors
Disseminate information on learning disabilities
Assist faculty and staff in providing accommodations
Provide information regarding needed accommodations to Learning Assistance Cent staff in regular staff meetings
Assist in coordination of outreach programs with local learning disability teachers, students, and parents from local high schools
Participate in professional development activities

Administrative duties include:
Maintain and update confidential file on each student
Maintain current and longitudinal records of students contacts and progress
Develop quarterly summaries of student contacts and progress: annual reports
Recommend purchase of assistive technology programs and devices for students with learning disabilities

Minimum qualifications:
Master's degree in counseling, clinical psychology, special education, education psychology or related field or an equivalent combination of education experience: experience in administration and interpretation of diagnostic testing (ex. Woodcock Johnson, WAIS-R, etc.); experience working with disabled adolescents and/or adults

Important skills and abilities:
Understanding of behaviors of SLD students
Able to interpret diagnosis of other testers for LD, ADHD, TBI, and psychiatric disorders
Be sensitive to diverse socioeconomic, cultural, disability and ethnic characteristics of college students

LEARNING DISABILITIES PROGRAM COORDINATOR

Reporting to the Director of the Office for Students with Disabilities, the duties of the Learning Disabilities Program Coordinator are:
* Coordinate Learning Disabilities Program which includes students with LD, AD/HD, ABI and psychological disabilities.
* Evaluate disability documentation.
* Educational assessment & screening, disability-related counseling/advising.
* Liaison between students and on- and off-campus individuals and programs.
* Coordinates and consults with Student Psychological Services (SPS) Review Board re students with psychological disabilities and ADHD.
* Co-facilitate a weekly support group for students with psychological disabilities with SPS. Facilitate an LD support group.
* Advocacy for students with faculty, staff, campus and off-campus entities.
* Administrative duties include: service usage forecasting, responsibility for service delivery component and end of the year summary report on the LD Program and the psychological service component.
* Coordinates tutorial services and disability-related training of tutors of OSD students. Consults with tutorial units on campus.
* Maintain a close working relationship with the Undergraduate Admissions and Relations with Schools office in the application process of students with LD, ADHD and ABI.
* Supervision of LD specialist/s and other staff as appropriate.
* Functions as a member of the OSD Management Team.

Qualifications:
* Knowledge of LD, ADHD, ABI and related issues, appropriate support services and accommodation methods in pre- and post-secondary students; specific learning and compensatory strategies available to individual strengths and weaknesses.
* Ability to: screen and evaluate for LD, ADHD and ABI by utilizing formal and informal diagnostic tools; assess and interpret diagnostic tests from a variety of professional backgrounds to identify qualified students; counseling and teaching skills to assist LD/ADHD/ABI students to develop personal understanding about disability-related issues.
* Supervisory skills and experience.
* Knowledge of other factors contributing to academic underachievement.
* Ability to teach general and technical aspects of technology/specialized computer software for LD/ABI students.
* Interpersonal skills to interact sensitively with students, faculty and staff from diverse backgrounds.
* Working knowledge of statute material (Section 504 of the Federal Rehab. Act and ADA).
* Demonstrated ability to establish and maintain cooperative working relationships with other staff members.

POSITION ANNOUNCEMENT: Learning Disabilities Specialist

Learning Disabilities Services (LDS) is the University office charged with providing accommodations and services to eligible students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD). A team of LD Specialists offers a comprehensive program which:

1) emphasizes the psychosocial development of students
2) offers individualized learning strategy instruction
3) determines individualized accommodations based on psychoeducational assessment reports
4) offers ADD coaching
5) actively promotes student leadership opportunities through group events and workshops

The Learning Disability Specialist will be a member of a professional staff of three under the supervision of the Director of Learning Disabilities Services. Applicants for the position must have a Master's degree in Special Education/Learning Disabilities or another closely-related field. Two to three years of experience teaching students with LD/ADHD, preferably at the college level, is requried. Individuals with experience working with adults with ADHD are particularly encouraged to apply.

The primary functions of the LD Specialist include: 1) interpreting students' psychoeducational assessment report; 2) providing learning strategies and/or coaching services to individual students; 3) determining and providing individualized accommodations; 4) advancing the level of self-awareness and self-advocacy of each student; 5) developing and implementing educational programs, workshops, and seminars; and 6) consulting and collaborating with faculty and advisors regarding the learning difficulties of their students.

POSITION DESCRIPTION

Coordinator, Counseling and Learning Disabilities Services

A. Nature and Variety of Work

The Coordinator of Counseling and Learning Disabilities Services reports directly to the Director of Disabled Student Services. In conjunction with the Director, the Coordinator formulates and/or modifies goals, objectives, and policies with regard to the rendering of services to disabled students with a variety of psychological and/or learning disabilities. The Coordinator will assume primary responsibility for the implementation and supervision of programs and services directed to these students. Specific duties and responsibilities will include, but not be limited to, the following:

1. Provide individualized diagnostic assessment and report of findings to students suspected of having a learning disability, Attention Deficit/Hyperactivity Disorder or a psychological disability. This screening will utilize a clinical intake interview and the administration and interpretation of psychoeducational, psychometric and neuropsychological tests and the exercise of clinical judgment. Specific instruments used include the WAIS-R, Woodcock Johnson-R, WRAT-R, WMS-R Bender Gestalt, Nelson-Denny Reading Test, Luria-Nebraska Neuropsychological Battery, MMPI, Tennessee Self Concept Scale, Meyers-Briggs Type Indicator, Test of Variables of Attention, and other instruments as appropriate.

2. Provide individual and/or group counseling to students presenting with personal psychological problems.

3. Provide academic and supportive counseling and advisement to students with a physical disability, a learning disability, Attention Deficit Disorder or some other psychiatric-psychological disability. Assisting these students with the acceptance, understanding, and management of their disability by maximizing the balance of strengths to weaknesses. Coordinate, in conjunction with the Coordinator of Support Services, academic adjustments/accommodations and support services to include readers, notetakers, tutors, scribes, taping services, and proctored course testing among others as appropriate.

4. Coordinate and supervise the supportive counseling program utilizing graduate student interns. Provide clinical supervision for graduate counseling interns who are earning hours as Marriage, Family and Child Counselor License Interns.

5. Provide liaison and consultation with faculty, administrators and other student affairs professionals with regard to students with physical, learning and/or psychological disabilities. This will include correspondence, personal contact and committee participation.

6. Coordinate research activities on learning disability with counterparts on sister campuses.

7. Participate in committee assignments and assume other responsibilities as assigned by the Director.

B. Personal Guidance and Direction Received

Administrative supervision by the Director of Disabled Student Services. Most of the work of the Coordinator, Counseling and Learning Disabilities Services emanates from broad policy guidelines and objectives established in conjunction with the Director and/or issued by the CSU Chancellors Office for system wide implementation. The Coordinator will obtain peer consultation from colleagues in the Office of Disabled Student Services, Career Development and Counseling Center, the Student Health Center, the Testing and Research Office, counterparts from sister campuses and other such programs or persons with whom the Coordinator may be collaborating or sharing a professional interest.

C. Originality and Creativity Involved

The ability to act independently and draw on specialized training and knowledge are essential to the development, implementation, and maintenance of services and programs geared to meet the special and individualized need of learning disabled students. Considerable administrative and supervisorial acumen and professional competence are essential in taking a leadership role in various programs.

D. Interpersonal Relations

Relationships with prospective and currently enrolled students being interviewed, assessed, advised and counseled can be very complex and require considerable personal sensitivity. Supervision of support staff, interns and student assistants calls for tact, poise, self assurance and understanding. Relationships with faculty and other student affairs, university and community professionals requires the flexibility to fill the roles of supporting staff, colleague and leader.

E. Scope of Authority

Reports directly to the Director for personnel and administrative purposes and for general assignments and direction. The Coordinator must, however, rely on personal professional judgment in matters of counseling, diagnostic assessment, advising of students and training of supports staff and interns. The Coordinator, with the consent of the Director, may fall under the direction of other campus administrators. Supervisory responsibilities may be ad-hoc or general depending on the nature of the assignment and may cover professional, support and student assistant staff.

F. Minimum Education and Experience and Requirements

Doctorate or terminal master's degree in clinical or counseling psychology or other behavioral science and/or licensure as a psychologist; marriage, family and child counselor; clinical social worker; or educational psychologist.

Three years full-time professional level experience in post-secondary student development with an emphasis in personal counseling, diagnostic assessment and testing, and research.

JOB DESCRIPTION

Learning Disability Specialist

A. Nature and Variety of Work

Under the general direction of the Director of the Office of Disabled Student Services the Learning Disability Specialist will plan, implement, monitor and evaluate the appropriate services for students with learning disabilities and students suspected of having learning disabilities. Specific duties and responsibilities will include, but not be limited to, the following:

1. Provide individualized assessment and report of findings to students suspected of having a learning disability through the administration and interpretation of psycho-educational and psycho-neurological tests and the exercise of clinical judgement. Specific instruments include the WAIS-R, Woodcock Johnson-R, WRAT-R, Bender Gestalt, Nelson-Denny Reading Test, Key Math and other instruments as appropriate. 40%

2. Provide academic and supportive counseling and advisement to students with a learning disability. Assisting these students with the acceptance, understanding, and management of their disability by maximizing the balance of strengths to weaknesses. Coordinate, in conjunction with the Coordinator of Support Services, academic adjustments/accommodations and support services to include readers, notetakers, tutors, scribes, taping services, and proctored course testing among others as appropriate. 25%

3. Provide liaison and consultation with faculty, administrators and other student affairs professionals with regard to students with learning disabilities. This will include correspondence, personal contact and committee participation. 10%

4. Assist in small group instruction of study skills, compensatory skills and basic skills to learning disabled students. 10%

5. Assist in the training and supervision of readers, tutors, notetakers, test proctors and other student assistants. 5%

6. Recruit and coordinate admission of identified learning disabled students from high schools and community colleges. 5%

7. Other responsibilities as assigned by the Director. 5%

B. Personal Guidance and Direction Received

Administrative supervision by the Director of Disabled Student Services. Most of the work of the Learning Specialist emanates from broad policy guidelines and objectives established in conjunction with the Director and/or issued by the CSU Chancellors Office for systemwide implementation. The Learning Specialist will rely on professional competence and judgement in fulfilling the duties and responsibilities of the position. Professional guidance and support will be obtained from the Coordinator of Counseling and Learning Disability Services.

C. Originality and Creativity Involved

The ability to act independently and draw on specialized training and knowledge are essential to the development, implementation, and maintenance of services geared to meet the special and individualized need of learning disabled students.

D. Personal Relationships

Relationships with prospective and currently enrolled students being interviewed, assessed, advised and counseled can be very complex and require considerable personal sensitivity. Supervision of support staff and student assistants calls for tact, poise, self assurance and understanding. Relationships with faculty and other student affairs, university and community professionals requires the flexibility to fill the roles of supporting staff, colleague ;and leader.

E. Scope of Authority

Reports directly to the Director for personnel and administrative purposes and for general assignments and direction. The Learning Specialist must rely on personal professional judgement in matters of diagnostic assessment, advising of students and training of supports staff. The Learning Specialist at the behest of the Director may fall under the direction of other campus professionals. Supervisory responsibility may be ad-hoc or general depending on the nature of the assignment and may cover professional, support and student assistant staff.

F. Minimum Education and Experience and Requirements

M.A. or M.S. in the behavioral arts or sciences or a directly related field such as special education is required. This would be the minimum educational level which would provide the necessary training in the administration and interpretation of the psychoneurological tests and clinical/educational background to make the differential diagnosis of a learning disability/attention deficit disorder.

B.A. or B.S. degree in the behavioral arts or sciences or a directly related field with five years of progressively responsible experience. M.A. or M.S. degree in related field highly preferred and may substitute for one year of experience. Training in the administration, diagnosis, and interpretation of the mandated assessment battery for adults with specific learning disabilities required. Experience working with adults with learning disabilities preferred. Knowledge of federal/state legislation and regulations preferred.