Locum Auditory Processing Disorder Jobs (NOW HIRING)

GENERAL INFORMATION:

Title .................................................................  Audiologist - APD Specialist (0.6 FTE)
Licensure ....................................................... Valid Illinois License to practice Audiology
Endorsement ..................................................None
Classification ..................................................Certified/Licensed 10 month 195 days
FLSA Status ...................................................Exempt
Reports to ......................................................Program Administrator
Salary Classification ......................................NSSEA Salary Schedule starting at Lane V Step 0                                                                                                                                                                                                                                                                   Benefits......................................................... As per the NSSEA Collective Bargaining Agreement (For 1.0 FTE only)
Reviewed/Revised ........................................5/2026
 

PURPOSE:
The APD Specialist will focus their practice on supporting students with hearing difficulties in an educational setting by evaluating the student's hearing, and auditory processing deficits that can affect their academic success, communication abilities and psychosocial well-being. The APD Specialist participates in the evaluation of each child identified and referred by NSSEO member or local school districts. The APD Specialist serves as a contact person for all educational sites regarding day to day amplification/ALD needs and equipment maintenance. The ADP Specialist is guided by best practices and codes of ethics that are outlined by his or her professional organizations.
 

ESSENTIAL FUNCTIONS:
Participate as a member of the multidisciplinary professional team for the purpose of meeting the hearing needs of children and students ages 0-22.
Provide diagnostic services to evaluate hearing and auditory processing and identify the need for hearing assistance technology including candidacy for assistive listening devices to support students in their education environments.
Provides educationally relevant interpretation of auditory processing findings and make recommendations for educational teams.
Participates in the Individualized Education Plan to develop educational recommendations, including communication accommodations and assistance with interventions, as appropriate.
Provides counseling to parents and students regarding audiologic findings.
Collaborates multidisciplinary educational teams regarding audiologic rehabilitation.
Collaborates with colleagues and parents in order to share information and expertise to plan and implement effective student programs.
Collaborates and consults with local district personnel regarding students who demonstrate auditory- based communication difficulties.
Collaborates and consults with community audiologists and physicians regarding the audiologic and educational management of students with auditory processing disorder.                                                                                                                                                       Provide consultation in regard to the selection, purchase, installation, maintenance, calibration checking and utilization of audiologic equipment.
Provide training about hearing, hearing loss, and other auditory disorders for school personnel, students, and parents to facilitate a better understanding of the impact of auditory impairments on language, learning, literacy, and social development.
Troubleshoot assistive listening devices (ALDs), hearing aids and cochlear implants. Provide on-site service visitor equipment maintenance and repairs.
Select, fit, and maintain ALDs.
Assist school district in obtaining efficacy information during ALD trials and ensure deadlines for trial periods are met.
Maintain and manage the ALD database and the physical inventory for self-contained sites, central office and school districts as requested.

OTHER FUNCTIONS:
Assume appropriate roles as adult model, behavior manager and educator.
Continue professional growth.
Communicate effectively and respect human diversity.
Assume other duties and special projects as assigned.
Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois.

WORKING ENVIRONMENT:
To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are frequently required.
To perform the most physically demanding job functions, the physical capability of climbing is occasionally required and balancing is frequently required.
To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is frequently required.
To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are frequently required.
Exposure to temperature extremes is seldom or not present.
Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is occasionally present.
Frequency of exposure to injury to self and/or others is occasionally present.
MINIMUM QUALIFICATIONS:
Master's or Doctoral degree in Audiology from an accredited University with knowledge of, and experience preferred, in evaluation and intervention for auditory processing disorder
Valid Illinois license to practice Audiology
Participate in twelve (12) hours of Nonviolent Crisis Intervention (NVCI) training and techniques.
Collaborate effectively with students, parents, and other professionals.
SPECIFIC REQUIREMENTS
Specific skills related to proficient use of technology systems, computers and electronic communication devices and the ability to develop, implement, modify and assess student academic progress. Continued need to attend training and participate in professional development in order to update knowledge and to implement the curriculum and positive behavioral interventions effectively to meet the changing needs of students.

Ability is required to independently problem-solve, schedule daily activities, model good communication and to communicate and work effectively with professional staff and parents. Ability is required to monitor student academic performance and behaviors across setting and to physically position and manipulate students as necessary.

Responsibilities include: completing IEP updates within specified timeframes, working collaboratively with team members, parents, and administration, managing time and schedule efficiently, using specialized equipment effectively, maintaining confidentiality, meeting 
deadlines and schedules and making data-driven decisions for meaningful educational activities.