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Learning Disability Jobs in Indiana (NOW HIRING)

Sunbelt Staffing

Special Education Teacher

Madison, IN

$45K - $60K/yr

Current Openings Preschool Learning Disabilities Teacher Location: Madison, IN Full-time position Preschool setting Support students with learning disabilities and specialized educational needs ...

Ivy Tech

Director of Disability Service

Indianapolis, IN · On-site

$62K - $68K/yr

Ivy Tech is Indiana's community college and workforce engine, delivering: high-quality learning ... The Director of Disability Support Services (DSS) is responsible for providing leadership and ...

Ivy Tech

Director of Disability Service

Indianapolis, IN · On-site

$62K - $68K/yr

Ivy Tech is Indiana's community college and workforce engine, delivering: high-quality learning ... The Director of Disability Support Services (DSS) is responsible for providing leadership and ...

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Showing results 41-60

All JobsLearning Disability JobsLearning Disability Jobs in Indiana

Learning Disability information

See Indiana salary details

$9

$41

$86

How much do learning disability jobs pay per hour?

As of Aug 19, 2026, the average hourly pay for learning disability in Indiana is $41.41, according to ZipRecruiter salary data. Most workers in this role earn between $21.41 and $54.08 per hour, depending on experience, location, and employer.

What are learning disabilities?

Learning disabilities are neurological disorders that affect the brain's ability to receive, process, store, and respond to information. They can impact skills such as reading, writing, math, reasoning, listening, and speaking. People with learning disabilities have average or above-average intelligence, but they may need different strategies or accommodations to succeed in school or work. Early identification and support can help individuals manage their learning disabilities and achieve their full potential.

What are the key skills and qualifications needed to thrive as a learning disability nurse, and why are they important?

To thrive as a Learning Disability Nurse, you need a nursing degree specializing in learning disabilities and valid NMC registration, alongside strong knowledge of developmental disorders and care planning. Familiarity with assistive technologies, communication aids, and digital health record systems is often required. Exceptional patience, effective communication, and a compassionate, person-centered approach help build trust and support individuals with complex needs. These skills ensure safe, tailored care and empower individuals with learning disabilities to achieve greater independence and quality of life.

What are some common challenges faced by professionals working with individuals with learning disabilities, and how can these be addressed?

Professionals supporting individuals with learning disabilities often encounter challenges such as adapting teaching methods to diverse needs, maintaining engagement, and addressing behavioral or emotional issues. Effective strategies include individualized education plans (IEPs), ongoing professional development, and close collaboration with multidisciplinary teams, including therapists and families. Building strong relationships and fostering open communication helps ensure that interventions are tailored and responsive, ultimately leading to better outcomes for clients.

What is the difference between Learning Disability vs Speech-Language Pathologist?

AspectLearning DisabilitySpeech-Language Pathologist
Required CredentialsSpecial Education Certification, Bachelor's or Master's in Education or related fieldMaster's in Speech-Language Pathology, CCC-SLP certification
Work EnvironmentSchools, special education programs, clinicsHospitals, clinics, schools, private practice
Industry UsageSpecial education, educational supportHealthcare, rehabilitation, education
Common Search/ComparisonLearning Disability vs Speech-Language Pathologist

Learning Disabilities and Speech-Language Pathologists both work in educational and healthcare settings, but they focus on different areas. Learning Disabilities involve academic challenges requiring specialized teaching strategies, while Speech-Language Pathologists diagnose and treat communication disorders. Understanding these differences helps in choosing the right support or career path.

What qualifications do you need to work with learning disabilities?

To work with learning disabilities, individuals typically need relevant qualifications such as a degree in education, psychology, or special education, along with specialized training or certifications like a Teaching Assistant qualification or a Level 3 Award in Supporting Teaching and Learning in Schools. Experience working with children or adults with learning disabilities and strong communication skills are also important.

What are popular job titles related to Learning Disability jobs in Indiana?

For Learning Disability jobs in Indiana, the most frequently searched job titles are:

What job categories do people searching Learning Disability jobs in Indiana look for?

The top searched job categories for Learning Disability jobs in Indiana are:

What cities in Indiana are hiring for Learning Disability jobs?

Cities in Indiana with the most Learning Disability job openings:

Learning Disability jobs near you
Infographic showing various Learning Disability job openings in Indiana as of August 2026, with employment types broken down into 1% As Needed, 75% Full Time, 20% Part Time, 3% Contract, and 1% Nights. Highlights an 94% Physical, 2% Hybrid, and 4% Remote job distribution, with an average salary of $86,131 per year, or $41.4 per hour.

Occupational Therapist

Perry Township School District

Indianapolis, IN • On-site

$36.50 - $48.25/hr

Full-time

Re-posted 7 days ago

Perry Township Schools rating

5.1

Company rating: 5.1 out of 10

Based on 6 frontline employees who took The Breakroom Quiz

559th of 633 rated elementary and secondary schools

Job description

Position Type:
Teachers & Licensed Professionals/OCC THERAPIST
Date Posted:
6/29/2026
Location:
Jeremiah Gray Kindergarten Academy
Occupational Therapist
Position Purpose
An Occupational Therapist serves a pediatric population of eligible students with disabilities ages 3 to 22 years across all public and non-public school settings in Perry Township Schools. The provision of Occupational Therapy services may include evaluation, functioning, prevention, adapting, and consultation.
Essential Functions
Educational Responsibilities;
  • Planning and implementing a therapy program that addresses the goals/objectives/benchmarks in the IEP of students with disabilities on her/his caseload;
  • Providing direct or consultative support intended to improve the educational outcomes for students with disabilities;
  • Developing appropriate strategies and interventions utilizing evidence-based practices;
  • Working collaboratively and cooperatively as part of a student-centered, multi-disciplinary team including parents, teachers, and other professionals;
  • Completing all necessary paperwork in a timely and accurate manner;
  • Supporting instruction to assigned students as addressed in the students' IEP;
  • Acting as a consultant to promote and enhance access of education for special needs students;
  • Recommending or providing instructional materials appropriate for the student's IEP;
  • Providing input and assistance for classroom management as related to behavior plans and behavior management; and
  • Integrating therapy services to enhance instruction within the classroom curriculum.

Professional Responsibilities:
The practice of occupational therapy means the functional assessment of learning and performance skills and the analysis, selection, and adaptation of exercise or equipment for a person whose abilities to perform the requirements of daily living are threatened or impaired by physical injury or disease, mental illness, a developmental deficit, the aging process, or a learning disability. The term consistent of the following functions: (1) planning and directing exercise and programs to improve sensory processing skills at a level of performance neurologically appropriate for a person's stage of development, and (2) analyzing, selecting, and adapting functional exercise to achieve and maintain a person's optimal functioning in daily living tasks and to prevent further disability [I.C. 25-23.5-1-5].
In addition, the Occupational Therapist is expected to:
  • Collaborate with building principals and other professionals in providing services to students;
  • Observe confidentiality requirements for identified students;
  • Maintain scheduled consultation and collaboration with teachers appropriate for the student's IEP;
  • Communicate the occupational therapy requirements of the student's IEP in a manner that all professionals and paraprofessionals involved with individual students understand their responsibilities;
  • Document daily service notes in respective therapy logs;
  • Provide input or collaborate with the Teacher of Record in a timely manner for progress monitoring in the IEPs of students on the caseload through the Indiana IEP system;
  • Assume responsibility for continued learning, which may include a fieldwork educator role

Accommodation Responsibilities:
  • Direct, plan, and implement the following consistent with the Individualized Education Program:
  • Therapeutic intervention related to daily living skills and sensorimotor, cognitive, and psychosocial components;
  • Therapeutic adaptation including methods of accomplishing daily life tasks, environmental adjustments, orthotics, and assistive devices and equipment;
  • Health maintenance including energy conservation, joint protection, body mechanics, and positioning; and
  • Prevention programs to foster age appropriate balance of self-care, education, and play or leisure.
  • Supervise and schedule Certified Occupational Therapy Assistants and/or any therapy assistant(s) as assigned;
  • Observe, contribute, and participate in the evaluation of Certified Occupational Therapy Assistants and/or any therapy assistants as assigned;
  • Provide input regarding any accommodations needed for on statewide and district assessments being implemented according to the student's IEP if requested by the Teacher of Record; and
  • If applicable to the assignment and training; advise, monitor, and train personnel on the proper use of Restraints including therapeutic supports or prompts

Diagnostic Responsibilities:
  • Conduct assessments with interpretation, observations, interviews, history, standardized and non-standardized tests, and informal assessments related to referrals for an educational evaluation in accordance with Article 7 to provide information about a student's disability or suspected disability for the case conference proceeding;
  • Consult with teachers, school psychologists, speech pathologists, assistive technology team members, and parents; and

Organizational Responsibilities:
  • Adhere to the policies and procedures of the assigned schools.
  • Attend required meetings and school related activities.
  • Review emergency procedures with building staff to ensure students will be safe during a disaster (tornado, fire, earthquake, etc.).
  • Submit required information for local, state, and federal reports.
  • Notify Staff of any changes in student data or enrollment.
  • Maintain a file for each student on the caseload.
  • Provide case conference committee with data to support the determination of discharge, summary of outcomes, and appropriate recommendations to maximize educational gains.
  • Maintain a file for each student on the caseload;

Assistive Technology Responsibilities
  • Provide input in our area of expertise for use in AT evaluations in collaboration with assistive the technology team
  • Refer for a corporation-based AT evaluation per documented need and/or assist in the evaluation and recommendation for assistive technology;
  • Provide training to teachers, paraprofessionals and other staff regarding the use of assistive technology as related to our area of expertise; and
  • Attend training to update knowledge on new technology and best practices for teaching students.

Equipment Responsibilities:
  • Ensure that all equipment remains in good working order, and report damaged equipment to the individual responsible for maintaining equipment inventory;
  • Monitor and maintain district provided wheelchairs and other mobility equipment in working order;
  • Maintain an inventory of all related services equipment (serial numbers, who has it, and where it is assigned)

Travel Requirements
Travels to school district buildings and professional meetings as required.
Pay Rate
PEA certified position
Work Schedule
Standard work schedule as set forth in contract
Knowledge, Skills and Abilities
  • Knowledge and use of occupational therapy theories, models of practice, principles, and evidence-based practice to guide intervention decisions.
  • Knowledge of human development throughout the life span and integrates with student's unique developmental status.
  • Knowledge of the influence of disabilities, socio-cultural and socioeconomic factors on student's ability to participate in occupations.
  • Knowledge of Family Educational Rights and Privacy Act (FERPA), Section 504, and other federal and state laws and regulations regarding education and students and physical therapy practice in schools.
  • Effective verbal and written communication skills.
  • Skill in selecting and providing a wide range of intervention strategies and monitoring their effectiveness.
  • Effective computer skills as needed for work (e.g., ability to effective use Microsoft Office suite).
  • Ability to determine the need for an occupational therapy evaluation and to select and administer appropriate assessment tools to evaluate the student.
  • Ability to organize and coordinate work.
  • Ability to engage in self-evaluation with regard to performance and professional growth.
  • Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards
Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75%
Physical Requirement
Percentage of Time
Ability to sit for extended periods of time.
Very Frequent
Ability to lift 25 pounds.
Seldom
Ability to carry 25 pounds.
Seldom
Ability to work at a desk, conference table or in meetings of various configurations.
Very Frequent
Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter.
Very Frequent
Ability to communicate so others will be able to clearly understand a normal conversation.
Very Frequent
Ability to operate job-related equipment.
Very Frequent
Ability to reach in all directions.
Seldom
License/ Registration/ Certification
  • State Certification to practice as evidenced by current state licensure as an Occupational Therapist.
  • Initial certification by National Board for Certification of Occupational Therapy.

Education
  • Bachelors from an accredited college or university in related field.
  • Graduation from an accredited program of occupational therapy recognized by NBCOT.

Experience
  • Successful prior experience working as an Occupational Therapist, preferably in an educational or other pediatric practice setting.

FLSA Status: Exempt

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