TITLE Associate Director, Disability Resource Center-Access Technology Center
CLASSIFICATION NUMBER 5136
IMMEDIATE SUPERVISOR Director, Disability Resource Center
MAJOR ADMINISTRATOR Vice President for Diversity and Inclusion
The Associate Director, Disability Resource Center-Access Technology Center is responsible for collaborating with members of the campus community to proactively create usable, equitable, and inclusive learning environments through the utilization of technology. The Associate Director, Disability Resource Center-Access Technology Center serves as the primary contact for access technology referrals for students, faculty, and staff with disabilities experiencing barriers in their full participation in University programs and services by evaluating requests for access technology and assessing alternative methods of accommodation in conjunction with the student or employee and the appropriate disability resource referral source. The Associate Director, Disability Resource Center-Access Technology Center consults regarding the evaluation, installation, and ongoing maintenance of access technology devices provided by the University and used by students, faculty, and staff with disabilities. The Associate Director, Disability Resource Center-Access Technology Center ensures effective daily operation of access hardware and software on all campuses, including problem determination and resolution. The Associate Director, Disability Resource Center-Access Technology Center consults, develops, implements, and maintains a system-wide training agenda in the area of access technology for students, faculty, staff, and administration. The Associate Director, Disability Resource Center-Access Technology Center oversees access technology in labs and supervises student staff and graduate assistants.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor’s degree in disability studies, access technology, rehabilitation engineering, special education, vocational rehabilitation, physical therapy, or other related professional field is required. Professional-level certification in the areas of assistive technology, rehabilitation engineering, vocational evaluation, or work adjustment from a nationally recognized organization affiliated with one or more of these fields is preferred. A Master’s degree in access technology, disability studies, rehabilitation engineering, special education, occupational education, vocational rehabilitation, physical therapy, or other related professional field is preferred.
Experience: Two years of experience working in school, clinical, and/or adult-based programs serving persons with disabilities involving the technical and clinical aspects of assistive technology applications is required. Experience working as part of a team is required. Experience training individuals with and without technical backgrounds is preferred. Experience serving adult consumers is preferred.
Skills: Demonstrated supervisory skills are required, effective oral, written, and interpersonal communication skills are required. The ability to perform individual assessments and evaluations is required. The ability to perform microcomputer system diagnosis and administer access technology software and hardware is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
ESSENTIAL DUTIES AND RESPONSIBLITIES
1. Provides collaborative consultation with students, faculty, staff, and community members to proactively create usable, equitable, inclusive, and sustainable learning environments through the utilization of technology and universal design.
2. Ensures that faculty, staff, and students can effectively utilize access technology resources in computer labs and classroom environments by providing resources and coordinating problem determination and resolution with other departments on campus.
3. Assures that the access technology needs of students and employees with disabilities are evaluated by serving as the primary contact for all access technology assessment referrals, reviewing requests for access technology, and assessing alternative methods of accommodation in conjunction with the student or employee and appropriate University disability resource entity.
4. Coordinates the effective utilization of access technology resources by assessing the availability of specific access technology necessary for those with disabilities in general, reviewing and recommending the purchase of specific access technology, including pricing and vendor information, assisting in access technology hardware and software purchase decisions, coordinating movement and installation of access technology equipment and inventory transfers to departments, and maintaining an accurate inventory of access technology equipment on all campuses.
5. Works to ensure that individuals can effectively utilize access technology resources provided by the University by developing and maintaining access technology training programs for students, faculty, and staff with disabilities, as well as those without disabilities, and for User Support Specialists (centralized and distributed) in order to utilize and troubleshoot access technology hardware and software.
6. Facilitates the use and availability of access technology by developing, implementing, and maintaining access technology standards, protocols, and policies for the University, supervising student staff and graduate assistants, implementing and maintaining a program of training and employee evaluation, collecting data and providing documentation for quality assessment and improvement, obtaining and administering grants, developing funding development initiatives as required, and serving on University committees related to access technology, disability, and inclusive excellence.
7. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
8. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Director of the Disability Resource Center.
9. Contributes to the overall success of the Disability Resource Center by performing other duties as assigned by the Director.
The Associate Director, Disability Resource Center-Access Technology Center is supervised by the Director of the Disability Resource Center and supervises student workers and graduate assistants.
OFFICE OF HUMAN RESOURCES
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.
Factor 2: Supervisory Responsibility
Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.