Special Education Careers
- To provide diagnostic and rehabilitative audiology services in CRAEA and to assist other educators in providing appropriate programming for individuals with hearing or processing concerns.
- To provide hearing screenings and other specific activities as approved by the department and as assigned and supervised by the educational audiologist.
Early ACCESS/Early Childhood
- Early Access Regional Coordinator
- Plan, coordinate, and implement Early Intervention services in Region 7 for individuals birth to three as mandated by IDEA Part C
- Early Access Service Coordinator
- The Early ACCESS Service Coordinator works in partnership with families by assisting them in obtaining the resources, services, and assistance they need. The Service Coordinator is responsible for coordinating all services across agency lines and serving as the single point of contact for the child and family eligible for Early ACCESS and early-intervention services. The Service Coordinator must meet the qualifications of the Iowa Administrative Rules of Early ACCESS.
- Early Childhood Special Educator
- To plan, coordinate and implement educational intervention services for individuals age birth to five while utilizing best practices when responding to federal, state and area education agency mandates.
- Occupational Therapist
- To identify strengths and weaknesses of students birth through 21 years of age within occupational performance areas as they occur within the educational setting. To assist students in benefiting from their educational programs and functioning as independently as possible by providing intervention and/or consultation services. The occupational therapist applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21.
- Certified Occupational Therapy Assistant (COTA)
- To work with and at the direction of AEA occupational therapists to help program for students with coordination and perceptual deficits, abnormal or delayed motor and adaptive skills, and identified developmental/physical disabilities to the extent that such limitations interface with the student’s functioning within his/her educational program.
- Physical Therapist
- To identify, evaluate and program for students birth through 21 years of age with abnormal or delayed motor skills and/or identified developmental/physical disabilities. To assess the impact of such limitation might have on the student’s ability to function in his/her educational setting areas as they occur within the educational setting (including natural environments for children 0-3). To assist students in benefiting from their educational programs and functioning as independently as possible by providing intervention and/or consultation services. To collaborate with staff to assist in providing consistent services on a daily basis for students. To be an active member of a multi-disciplinary team serving children. The physical therapist applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21.
- Speech Language Pathologist
- Plan, coordinate, and implement educational intervention services for individuals birth to 21 when deficits in language, articulation, voice, and fluency are determined. Utilize best practices when responding to federal, state, and area education agency mandates. Assist and participate in activities which support CRAEA and local district school improvement initiatives.
- Speech Language Pathologist – Assistant (SLP-A)
- To provide support to the assigned speech-language pathologist(s).
- School Psychologist
- To bring applied knowledge of the developmental needs of individuals, the psychology of learning, progress monitoring, and academic program evaluation to the educational process. Serving as a team representative, the school psychologist applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21.
- School Social Worker
- To enhance the educational programs of students by assisting in identification and assessment of the student’s educational needs including social, emotional, behavioral and adaptive needs: providing intervention services including brief individual, group, parent and family counseling; providing consultation and planning; and serving as liaison between home, school and community. Serving as a team representative, the school social worker applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21.
- Special Education Consultant
- To provide support to instructional programs for individuals requiring special education through implementation and evaluation of curriculum and methodology, professional development training, parent education, demonstration teaching, and assisting with transition planning. The special education consultant will assist the LEA/early childhood service providers with the problem solving process and participate in the identification process, and service planning for eligible individuals in the least restrictive environment. Serving as a team representative, the special education consultant applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21.
Transitions & Work Experience
- Work Experience Coordinator
- To support the development of an instructional and experiential sequence of vocational and career activities. To develop and provide career/work experiences and to assist in developing and implementing transition activities for individual students receiving work experience services. The activities developed are designed to increase student independence, to assist students in making feasible career decisions, to develop vocational skills, and to help students become productive members of society as they transition to adult life.
- Work Experience Transition Coordinator
- To implement the continuous improvement process in relationship to systemic work experience and transition services. To coordinate, facilitate, and assist districts in the provision of work experience and transition services including regular consultation with AEA Work Study Teacher/Transition Specialists and LEA instructional staff responsible for work experiences. To implement agency-wide activities and processes that support the transition of individuals with disabilities from school to adult life. These processes include linking with service providers, post-secondary institutions, LEAs, CRAEA staff, the Family-Educator Connection, community organizations, and families to create a seamless system of transition.