Certified Assistive Technology Instructional Specialist

 

The Certified Assistive Technology Instructional Specialist (CATIS) at Overbrook School for the Blind exudes a passion for the school, its students, its employees, and its mission. This position will report directly to the Educational Program Supervisor.

The Mission of Overbrook School for the Blind (OSB) is to develop and deliver education that enhances the options available for persons with visual impairments, including those with additional challenges so that they have the greatest opportunity to experience active and fulfilling lives.

Organizational Description: Overbrook School for the Blind serves students who are blind or visually impaired with or without additional disabilities (such as intellectual disability, cerebral palsy, hearing impairment, sensory issues, and including those who require specialized medical care) receive a customized, individualized education based on state educational standards. OSB is more than a school, it is a community where students, families, and staff support one another and come together to build a bright future. 

Job Functions: 

The Certified Assistive Technology Instructional Specialist (CATIS) provides leadership, assessment, consultation, training, implementation, and ongoing support related to assistive technology (AT) and accessible educational technology for students who are blind, visually impaired, deafblind, and/or have multiple disabilities.

The CATIS works collaboratively with Teachers of the Visually Impaired (TVIs), related service providers, speech-language pathologists, occupational therapists, certified orientation and mobility specialists, nurses, families, paraeducators, and other members of the educational team to ensure that each student has meaningful access to communication, instruction, literacy, technology, mobility, recreation, employment preparation, and increased independence.

The CATIS is responsible for identifying and implementing technology-based solutions that address individual student needs and for building the capacity of staff and families to use these tools effectively across educational and functional environments.

The CATIS will continue their professional development through attendance at in-service training provided by the school and through seeking additional training pertinent to the children in their care. This would include obtaining certification in visual impairment, if not already obtained, and eventually obtaining Level II Certification.

• Conduct comprehensive assistive technology assessments for students who are blind, visually impaired, deafblind, and/or have multiple disabilities.
• Evaluate students' access to educational materials, communication systems, computers, tablets, mobile devices, digital learning platforms, and environmental controls.
• Consider the interaction between vision, hearing, cognition, motor abilities, communication, sensory needs, and other disabilities when recommending technology.
• Participate in IEP meetings and provide recommendations regarding AT needs, services, accommodations, supplementary aids, and accessible instructional materials.
• Assist educational teams in determining whether AT should be incorporated into a student's specially designed instruction, related services, accommodations, or supplementary aids and services.
• Recommend technology that supports communication across educational, residential, community, and vocational environments.
• Provide individual and group training to teachers, related service providers, interveners, instructional assistants, residential staff, and other school personnel.
• Develop and deliver professional development related to assistive technology and accessibility.
• Provide hands-on training and coaching following the introduction of new technology.
• Develop user-friendly training materials, quick-reference guides, videos, and other resources.
• Collaborate with curriculum staff and teachers to ensure that instructional materials are accessible to students who are blind, visually impaired, deafblind, and/or have multiple disabilities.
• Consult regarding accessible digital documents, electronic books, braille materials, tactile graphics, audio materials, and other formats.
• Identify accessibility barriers within educational software, websites, learning management systems, and digital curriculum.
• Assist with selection, procurement, configuration, installation, maintenance, and troubleshooting of AT equipment.
• Maintain appropriate records of AT equipment assigned to students.
• Provide consultation and training to parents and caregivers regarding student-specific AT.
• Assist families in understanding, maintaining, and using technology outside of school.
• Participate in in-service training, conferences, and professional learning communities.
• Maintain certifications and licensure as required by the state or jurisdiction.
• Maintains a safe and age-appropriate environment for students. 
• Use school equipment and facilities properly. 
• Follow the OSB Handbook and guidelines.

 

Expected Skill Set:

• Extensive knowledge of assistive technology and accessible educational technology.
• Knowledge of technology used by individuals who are blind and visually impaired.
• Knowledge of braille technology and digital braille.
• Knowledge of AAC and alternative access methods.
• Understanding of technology considerations for students with multiple disabilities.
• Knowledge of deafblindness and tactile/accessible communication systems preferred.
• Understanding of CVI and technology accessibility for students with complex visual needs preferred.
• Ability to conduct comprehensive AT assessments and technology trials.
• The CATIS will maintain a professional attitude at all times and will fulfill assigned duties and special activities. 
• The CATIS will contribute as a member of the program team to the long-range planning efforts of the program and the school.
• The CATIS will demonstrate problem-solving ability and flexibility, and a willingness to work with others to ensure the best program for the children. 
• The CATIS will demonstrate good time management skills.
• The CATIS will demonstrate good written and spoken communication skills.
• The CATIS will demonstrate competence in understanding the visual etiologies of the students. This information will be used to design and implement the student program.
• The CATIS will demonstrate skills in effectively interacting with the parents.
• The CATIS will demonstrate the ability to handle confidential information appropriately.
• The CATIS will demonstrate crisis intervention skills and leadership skills with respect to the classroom and the individual students in his or her charge.

Minimum Education and Experience Qualifications:

• Bachelor's degree Teacher of the Visually Impaired or Vision Rehabilitation, or a related field.
• Current ACVREP Certified Assistive Technology Instructional Specialist (CATIS) credential or equivalent nationally recognized assistive technology certification.
• Demonstrated experience providing AT assessment, consultation, implementation, and training.
• Experience working with students with visual disabilities.
• Demonstrated competency with accessible technology.

Preferred Qualifications

• Experience working with students who are blind or visually impaired.
• Teacher of the Visually Impaired (TVI) certification.
• Experience with braille technology and accessible digital materials.
• Experience working with students with deafblindness.
• Experience with working with students with CVI.

• Must be certified in First Aid and CPR/AED.  

 

Physical Requirements & Work Environment:

• Lifting: must be able to lift 50 lbs minimum. Participate in 2-person lifts. 
• Working Environment: Employees are subject to accidents and/or injuries, which may be incurred during the performance of the essential functions of the position. Work is primarily indoors, but some outdoor activities may be required.
• Physical Requirement: The employee must be able to perform the essential functions of the position with or without reasonable accommodation. The position may require frequent movement throughout the school environment, including classrooms, therapy areas, residential areas, vocational settings, and community-based instructional environments. Duties may include assisting students with feeding, changing/bathroom routines, positioning, mobility, communication, instructional materials, and other educational activities consistent with the employee's role and training.

Benefits and Pay:

OSB offers a competitive salary and benefits package reflective of the applicant’s training and experience, including liberal financial support for the pursuit of advanced degrees.  Applications from members of communities traditionally underrepresented in school administrative positions are invited.

Overbrook School for the Blind Equal Employment Opportunity Statement:

Overbrook School for the Blind (OSB) has, and will continue to follow, a policy of recruiting, employing and promoting individuals best qualified for any position by reason of education, training, and experience without regard to race, color, ancestry, genetic information, familial or marital status, domestic or sexual violence victimization, ethnicity, religion, age, sex (including pregnancy, childbirth or a related medical condition), sexual orientation, gender identity, national origin, or non-job-related disability or the use of a guide or support animal because of blindness, deafness or physical disability.  OSB shall not discriminate against an individual who has exercised his/her rights against discrimination in accordance with applicable federal, state, or local laws.

Overbrook School for the Blind offers a competitive salary and benefits package reflective of the applicant’s training and experience.