Part-Time Deaf Education Specialist (Itinerant)

Summit ESC; Cuyahoga Falls (OH); Presencial; USD 50.000 - 60.000; A tiempo parcial

Descripción de la vacante

Summit Educational Service Center is seeking an Itinerant Teacher of the Deaf for the 2026-27 school year in Ohio. This part-time position involves supporting children with hearing loss through intervention services, coordinating IEP-driven behavior plans, and maintaining close communication with families and districts.

The role requires a valid Ohio teaching certificate/license, experience in listening and spoken language, and prior deaf education in schools; alternatives may be considered by

Formación

• Bachelor's degree required in Early Intervention Specialist / Early Education of the Handicapped.
• Valid Ohio certificate/license required.
• Teacher of the Deaf/Hearing Impaired with experience with listening and spoken language.
• Experience with deaf education in an educational setting desired.
• Alternatives to the above as the Board may find appropriate and acceptable.

Responsabilidades

• Provide intervention services to support the physical, emotional and academic needs of children with hearing loss.
• Coordinate student activities and behavior management plans as determined through the IEP process for children with hearing loss.
• Maintains effective communication and collaboration with administration, district of residence, and families concerning matters related to students in the program.
• Performs such other duties as may be assigned.

Educación

Bachelor's Degree in Early Intervention Specialist / Early Education of the Handicapped

Descripción del empleo

Summit Educational Service Center is seeking an Itinerant Teacher of the Deaf for the 2026-27 school year in Ohio. This part-time position involves supporting children with hearing loss through intervention services, coordinating IEP-driven behavior plans, and maintaining close communication with families and districts.

The role requires a valid Ohio teaching certificate/license, experience in listening and spoken language, and prior deaf education in schools; alternatives may be considered by