Physical Therapist - Pre-K Programs Office JobID: 65345 Position Type:
Professional/Technical/Physical TherapistDate Posted:
Itinerant Teacher LocationJob Code: Physical Therapist - 030104
Standard Hours: 40
Department: Pre-K Programs Office - 211207
Empl Class: NA
Minimum Salary: $44,992.00/Annually
Maximum Salary: $70,564.00/Annually
Scheduled Days: 190
Target Openings: 1
Additional Information: Show/Hide
License and Certification Qualifications: Licensed by the state board of physical therapy and a valid Georgia driver's license required.
Education Qualifications: Graduate of an accredited college or university with a minimum of a bachelor?s degree in physical therapy required. If graduated between 2004 and 2018 an entry level Masters degree is required. If graduated 2019 or after, an entry level Docorate of Physical Therapy degree is required.
Experience Qualifications: One year of pediatric and/or school-based therapy experience preferred.
Skills Qualifications: Ability to collaborate effectively; team oriented; strong organizational and documentation skills; knowledge of current physical therapy practices including evaluation procedures; effective communication skills both written and verbal; strong computer skills; ability to devise, implement, and direct treatment plans; knowledge of wheelchair seating and positioning; knowledge of pediatric diagnoses such as autism and orthopedic impairments; ability to evaluate and make recommendations for adaptive equipment; ability to project and generate a positive attitude; ability to work successfully with colleagues; and ability to impact change.
Primary Responsibilities: Responsible for assisting students with disabilities to benefit from special education programming by supporting designated Individualized Educational Program (IEP) objectives and supporting parents, educational staff, and administrators..
1. Assess student need for the related service of physical therapy, including upon request, eligibility for the orthopedically impaired, traumatic brain injuries or other health impaired special education programs, Student Support Team (SST), 504 purposes, and early childhood arena purposes.
a. Conduct a variety of assessment approaches to include standardized testing, histories, checklists, records audits, and interviews with parents, educational staff, and medical professionals.
b. Utilize classroom observations for students ages three through 21.
c. Present evaluation results to the IEP committee for determination of service needs.
d. Responsible for assessments based on referrals from SST for students with disabilities experiencing difficulties in general education, including referrals initiated by special educators and parents of students receiving special education services, referrals submitted by the early childhood arena teams, and referrals requesting assistance with testing to determine special education program eligibility.
e. Assist with 504 plans in accordance with the Americans with Disabilities Act (ADA).
2. Develop programs and plans that offer strategies and interventions to promote student participation in educational programs.
a. Develop, direct, and provide consultative and/or home strategies/interventions to support identified IEP objectives for individual students with disabilities as appropriate.
b. Assist in developing the IEP as a member of the IEP committee.
c. Develop strategies for the appropriate use of adaptive equipment, materials, and mobility aids in the school environment.
d. Construct materials and equipment, which may not be available commercially, to meet the individual needs of students.
e. Create strategies/interventions to support students receiving special education and educational staff as a related service provider in compliance with the Individuals with Disabilities Education Act (IDEA).
3. Participate in and provide professional development to promote knowlege for educational personnel and consistency in student educational programs.
a. Provide training opportunities for special education providers of all special education programs as well as general education staff, parents and parent groups concerning topics such as child development, specific disabilities and diagnoses, handling and positioning techniques, transferring techniques, body mechanics, and basic wheelchair maintenance.
b. Train students, special education teachers, paraprofessionals, and parents on implementation of strategies and interventions supporting identified IEP objectives .
c. Provide professional development to colleagues on current school-based therapy related topics.
d. Participate in professional development offered by medical professionals to remain knowledgeable of current diagnoses, research based interventions, and medications as applicable to planning appropriate related services for students and to maintain the required Georgia physical therapy license.
4. Identify the educationally relevant needs of students with disabilities and foster consistency in those who work with students through utilization of strong communication skills.
a. Complete formal reports to document evaluation, eligibility, and annual review of student therapy services.
b. Maintain informal communication with parents, educational staff, and medical professionals as appropriate.
c. Maintain current rosters of students on assigned workloads.
d. Maintain documentation of school based therapy services for each student on assigned roster.
e. Obtain current physician referrals as needed for school based services.
f. Attend Preparatory Activity and IEP meetings for students receiving physical therapy services.
g. Attend SST meetings when requested by school SST coordinators.
h. Attend 504 planning and review meetings upon request.
i. Maintain compliance with IDEA, Americans with Disabilities Act (ADA), and best practices for school-based physical therapists as presented by the American Physical Therapy Association.
5. Provide educationally relevant physical therapy services to students in special education as determined by the IEP committee.
a. Provide ongoing educationally relevant strategies/interventions to special education students on specific IEP objectives supported by physical therapy.
b. Provide on going consultation to special education teachers to monitor strategy implementation for supported IEP objectives.
c. Provide physical therapy interventions to accommodate changes in special education student performance or the learning environment.
d. Provide physical therapy interventions designated in 504 plans.
e. Assist students with disabilities with participating and benefiting from educational programs in accordance with IDEA and ADA-504.
6. Assist with due process issues upon request by the Executive Director of Special Education and Psychological Services and/or Director of Compliance.
a. Present documentation of school-based therapy services upon request for mediations and hearings.
b. Attend meetings concerning due process issues to represent school base services.
c. Complete evaluations/assessments in accordance with Compliance requests.
d. Adhere to all due process procedures.
7. Promote safety throughout the educational environment.
a. Identify barriers of student access to the educational environment as well as the educational programs.
b. Assist with the development and implementation of building evacuation plans upon school principal request.
c. Assist upon request from the Transportation Department with the development and implementation of plans to safely transport students with wheelchair issues as well as students with unique behavioral concerns.
8.. Act as clinical supervising instructors for physical therapy students from several universities with preference granted to physical therapy programs at universities within the state of Georgia.
9. Perform other duties as assigned.
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.