Assistive Technology Special Jobs (NOW HIRING)

Assistive Technology / Information Technology Coordinator

Amherst, Pelham, and Amherst-Pelham Regional Public Schools | 2026-2027

The Amherst, Pelham, and Amherst-Pelham Regional Public School Districts are seeking a full-time, highly qualified candidate to serve as the Assistive Technology / Information Technology Coordinator.

Unit A position within the Amherst-Pelham Education Association (APEA) Bargaining Unit
School Year Position

The Coordinator supports direct and consultative assistive technology services for district students, as well as technology device implementation and training for staff and students. This position is responsible for program implementation and for establishing processes and procedures that support student access to and engagement with academic learning and the school community.

Under the guidance of the Special Education and Information Technology administrators, the Coordinator:

• Plans, researches, organizes, coordinates, and participates in the provision of assistive technology solutions.
• Evaluates, assesses, and recommends solutions for a diverse student population, with an emphasis on access to and engagement with the curriculum and school community.
• Evaluates, implements, and manages adaptive hardware, software, and specialized equipment for students with disabilities.
• Provides consultative support, instruction, and training to students, staff, and families on the use of assistive technology devices and software.
• Provides technical support for assistive technology devices and applications.
• Monitors assistive technology software licenses and applications for pricing, updates, availability, purchasing, and budget projections.
• Manages the district iPad fleet, including application purchasing, assignment, distribution, collection, and lifecycle management.
• Performs other related duties as assigned.

IEP /504 Specific Responsibilities include, but are not limited to, the following:

Assessment & Evaluation: Through the special education or Section 504 process, assesses students to identify physical, sensory, cognitive, or other barriers to access and recommends appropriate assistive technology and devices, such as screen readers, AAC devices, and alternative input tools.

IEPs/504 Plans: Participates in applicable IEP and 504 meetings; provides recommendations regarding accommodations, assistive technology, and related services; and supports the development and implementation of individualized plans.

Training & Support: Provides individual and group instruction to staff, students, and families, as appropriate, on the operation and effective use of specialized equipment, devices, and software.

Inventory & Maintenance: Maintains assistive technology devices and equipment, including inventory management, repairs, troubleshooting, software licensing, and resolution of technical issues.

Accessibility Consultation: Collaborates with staff to share information regarding current accessibility practices and supports the conversion or creation of academic and work materials in accessible formats.

Budget & Technology Planning: Researches and provides recommendations regarding assistive technology inventory, maintenance, upgrades, emerging and new technologies, repairs, and purchasing.

Experience and Skills

• Strong communication, patience, and problem-solving skills, with the ability to support individuals with diverse needs and varying levels of technological proficiency.
• Demonstrated experience implementing and supporting assistive technology in a school setting.
• Effective communication and collaboration skills, including the ability to work with caregivers to support the training and implementation of assistive technology across settings, including school, home, and community.
• Ability to collaborate effectively with special education, information technology, instructional, and related service staff.
• Strong organizational skills and the ability to manage multiple projects, devices, applications, and service needs.

Qualifications & Skills

Education: Bachelor's degree in Assistive Technology, Special Education, Speech-Language Pathology, Occupational Therapy, Information Technology, or a related field.

Licensure: Appropriate Massachusetts licensure or certification through the Massachusetts Department of Elementary and Secondary Education (DESE) or applicable licensure through the Massachusetts Department of Public Health (e.g., Occupational Therapy).

Technical Knowledge: Familiarity with assistive technology software and devices, accessibility practices, and applicable legal and regulatory requirements under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.

Certifications: Professional certifications are highly desirable, such as the Assistive Technology Professional (ATP) credential through RESNA.

The Assistive Technology / Information Technology Coordinator is overseen by and works closely with the Special Education and Information Technology departments to support equitable access to technology, curriculum, instruction, and the school community for all students.