POSITION DESCRIPTION

JOB TITLE: Deaf and Hard of Hearing Language Facilitator

TYPE OF POSITION:  Classified, 40 hrs 

REPORTS TO:  Director of Exceptional Learners and Building Principal

Primary Function:

The Language Facilitator supports students who are Deaf and Hard of Hearing by promoting the development of spoken language, listening skills, and communication access within the educational environment.  Working closely with the DHH Teacher, Speech-Language Pathologist, Special Education teachers, and general education staff, the Language Facilitator ensures students can engage meaningfully with instruction, peers, and daily school activities through consistent modeling, cueing, and reinforcement of auditory and oral language skills.

Persons in this position may perform any of the essential duties defined below.  However, this position description does not define all potential duties related to this position, and persons may be asked to perform other duties in support of the Corporation’s mission.

Essential Duties:

To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

• Provide one-on-one or small-group support to students using spoken language approaches, auditory-verbal techniques, and individualized communication strategies.
• Reinforce listening and spoken language goals established by the DHH Teacher and/or SLP through structured practice embedded within the classroom setting.
• Model clear speech, auditory cueing, and appropriate communication techniques to support comprehension and expressive language.
• Facilitate student participation in classroom instruction, discussions, small-group work, and social interactions by supporting access to spoken communication.
• Monitor and assist with hearing assistive technology (e.g., FM/DM systems, hearing aids, cochlear implant processors) to ensure devices are used consistently and appropriately.
• Collaborate regularly with the DHH Teacher and SLP to adjust strategies, report student progress, and align daily support to IEP goals.
• Provide feedback to teachers regarding student communication needs, environmental modifications, and best practices for auditory access.
• Maintain documentation of services, observations, and student performance aligned to district and Article 7 requirements.
• Foster student independence by gradually reducing prompts, modeling self-advocacy skill development, and encouraging ownership of hearing technology.
• Participate in professional learning to strengthen skills in listening and spoken language facilitation, hearing technology, and service delivery.
• Perform other duties as assigned by the Director of Exceptional Learners or building administration.

Qualifications:

    Required:

• High school diploma or equivalent.
• Strong spoken English skills and clear articulation.
• Ability to model, reinforce, and support listening and spoken language strategies.
• Willingness to receive training in auditory-verbal techniques and hearing assistive technology.
• Strong communication and interpersonal skills.
• Ability to maintain confidentiality and support ethical practices in student services.

    Preferred:

• Associate’s or Bachelor’s degree in education, communication disorders, child development, or related field.
• Experience working with students who are Deaf or Hard of Hearing.
• Familiarity with listening and spoken language (LSL), auditory-verbal practice, and hearing technology troubleshooting.
• Experience in K–12 educational settings.

Physical demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to move about school buildings and occasionally lift up to 20 pounds.
• Sufficient vision, hearing, and speech to conduct assessments and communicate effectively.
• Frequent use of hands for typing, writing, and test administration.
• Work is primarily in a school setting with moderate noise; some travel between schools may be required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work environment: 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in the work environment is usually moderate.
• There are no environmental hazards indicated for this position.

TERMS: Length of year and salary to be determined by the School Board.

EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the policy handbook. 

Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws.