1814 Director, Disability Resource Center
TITLE Director, Disability Resource Center
CLASSIFICATION NUMBER 1814
IMMEDIATE SUPERVISOR Associate Vice President for Student Affairs/Dean of Students
MAJOR ADMINISTRATOR Vice President for Student Affairs
The Director of the Disability Resource Center is responsible for collaborating with members of the campus community to proactively create usable, equitable, and inclusive learning environments. The Director of the Disability Resource Center ensures that students with disabilities who experience barriers in the design of University programs, services, and facilities have equal access through the provision of accommodations. The Director of the Disability Resource Center develops a plan of action and/or accommodation plan with students experiencing barriers by conducting interviews, collaborating with the student, and reviewing medical documentation to develop the plan of equal access. The Director of the Disability Resource Center receives documentation and requests for accommodation for students at the Springfield, West Plains, and Mountain Grove campuses and provides referrals to the Associate Director, Disability Resource Center-Access Technology Center to address barriers that might be resolved through the use of technology. The Director of the Disability Resource Center makes referrals to the University’s Learning Diagnostic Clinic for requests for accommodation for students who have learning or psychological disabilities. The Director of the Disability Resource Center serves in a consulting role to the Academic Support Center on the West Plains Campus and to the Mountain Grove campus. The Director of the Disability Resource Center provides training, technical assistance and consulting services to faculty, staff, administration, and students including universal design, reasonable accommodations, as well as information regarding local, state, and federal legislation. The Director of the Disability Resource Center works collaboratively with members of the campus community by serving on committees such as the President’s Council on Disability, anticipating changes that may create or remove barriers and advises as appropriate.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master's degree in Disability Studies, Social Work, Higher Education Administration, College Student Personnel, Developmental Education, Rehabilitation, Counseling, Psychology, Special Education, or a related area is required.
Experience: At least two years of progressively responsible experience in disability services is required, preferably in higher education. Supervisory and budgetary experience are preferred.
Skills: Knowledge of universal design and the socio-political model of disability is required. Knowledge of the Americans with Disabilities Act (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and Section 504 of the Rehabilitation Act and their application to the university setting are required. The ability to conduct interviews and review medical documentation to develop appropriate accommodations is required. The ability to collaborate with students to determine the best learning environments and appropriate accommodations is required. The ability to solve problems and develop creative solutions when barriers are present is required. The ability to organize and evaluate programs for students is required. Excellent interpersonal, verbal, and written communication skills are required. Computer literacy is required. Effective group presentation skills are 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 RESPONSIBILITIES
1. Collaborates with students, faculty, staff, and community members to proactively create usable, equitable, inclusive, and sustainable learning environments by advising the senior administrations about universal design, reasonable accommodations, disability rights and responsibilities, technology, architectural and programmatic barriers, and local, state, and federal legislation related to disabilities; developing and recommending policies and procedures that promote inclusion and universal design in programs and facilities; maintaining cooperative working relationships on campus and in the community; recommending student participants for campus committees on which student participation is needed; and coordinating ongoing efforts to have fully accessible and usable learning environments.
2. Ensures that students with disabilities who experience barriers in the design of University programs, services, and facilities have equal access through the provision of accommodations such as auxiliary aids and services, materials in alternative formats, sign language interpreters, lab assistants, assistive technology, readers, test proctors, note takers, equal access to facilities, etc. as well as providing information and referral concerning admission, access, and participation in University and community programs.
3. Develops a plan of action and/or reasonable accommodation with students who have disabilities by conducting interviews, reviewing documentation, and collaborating with the student and faculty and/or staff.
4. Establishes collaborative relationships on campus and in the community by serving on committees such as the President’s Council on Disability and others, anticipating changes that may create or remove barriers, and advising the campus community as appropriate.
5. Provides training and technical assistance to faculty, staff, administrators, and students about universal design, disability studies and issues, reasonable accommodations, technology, barriers to programs and services, as well as local, state, and federal legislation related to disabilities.
6. Provides effective administration of the Disability Resource Center by maintaining student records relating to communications with students, recommended courses of action or accommodations, and documentation provided by the student.
7. Serves in a consulting role to the Academic Support Center of the West Plains campus, the Mountain Grove campus, and for University departments and individual faculty and staff.
8. Develops a competent and effective staff of full and part-time employees, graduate assistants, and student workers by recruiting and selecting qualified persons to serve as interpreters, readers, test proctors, and notetakers, providing training in the various service functions and orientation on policies and procedures, making work assignments based upon qualifications, and supervising and evaluating work performance.
9. Manages funds through preparation, submission, and execution of a departmental budget.
10. Facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
11. 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 Associate Vice President for Student Affairs/Dean of Students.
12. Contributes to an effective unit by completing projects and performing other duties assigned by the Associate Vice President for Student Affairs/Dean of Students.
The Director of the Disability Resource Center is supervised by the Associate Vice President for Student Affairs/Dean of Students and supervises full- and part-time staff, graduate assistants, and student workers.
OFFICE OF HUMAN RESOURCES
REVISED JANUARY 2016
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 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.
Factor 3: Interactions with Others
Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.
Factor 4: Job Controls and Guidelines
Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.
Factor 5: Managerial Responsibility
Level 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.