TITLE Access Specialist
CLASSIFICATION NUMBER 2471
IMMEDIATE SUPERVISOR Director, Disability Resource Center
MAJOR ADMINISTRATOR Dean of Students
The Access Specialist assists with the accessibility review process for digital materials utilized by the University and collaborates with other campus organizations, such as the Faculty Center for Teaching and Learning, to review course content and provide guidance for accessibility. The Access Specialist meets with students to determine accommodations utilizing the interactive process, which includes reviewing documentation and providing ongoing advisement to students. The Access Specialist serves as a backup to the Associate Director, Disability Resource Center in providing technical support and guidance to students registered through the Disability Resource Center. The Access Specialist supports schools and agencies serving children and youth with disabilities and their families. The Access Specialist oversees the Regional Demonstration Grant, which provides demonstrations of assistive technology, basic training in assistive technology, and basic repairs of assistive technology and Braille writers and orders assistive technology to be used by MSU students with disabilities, PreK-12 children with disabilities, and disabled individuals of all ages. The Access Specialist works with the Technology Consortia to develop loan programs to get assistive technology into local schools and area agencies, makes recommendations to area schools and agencies regarding appropriate assistive technology, and determines placement of assistive technology equipment.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor’s degree is required; a Bachelor’s degree in Disability Studies, Assistive Technology, Special Education, Rehabilitation Engineering, Vocational Rehabilitation, or a degree in a related professional field is preferred.
Experience: At least two years of experience working in school or clinical programs supporting individuals with disabilities and their families is required. Experience working as part of a team is required. Experience training individuals with and without technical backgrounds is preferred. Experience reviewing digital materials and platforms for accessibility concerns is preferred.
Skills: An understanding of federal and state policies impacting the provision of services to individuals with disabilities is required. An understanding of guidelines related to web accessibility, such as Section 508 of the Rehabilitations Act and the Web Content Accessibility Guidelines (WCAG) is required. The ability to demonstrate the use of assistive technology to increase the functional capabilities of individuals with disabilities is required. Effective verbal, written, and interpersonal communication 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. Supports the Disability Resource Center (DRC), the Learning Diagnostic Center (LDC), and the Access Technology Center (ATC) by participating in training and orientation for faculty, staff, and students.
2. Assists in the accessibility review of digital material utilized by the University in its various operations.
3. Works in conjunction with campus organizations, such as the Faculty Center for Teaching and Learning, to review faculty course content for accessibility.
4. Provides technical support and guidance to students registered through the DRC.
5. Meets with students to determine accommodations by utilizing the interactive process, reviewing documentation, and collaborating and providing ongoing advisement with students.
6. Oversees the Regional Demonstration Grant.
7. Works with the Blindness Skill Specialists along with area schools and agencies to secure resources for the acquisition of assistive technology and sources for funding.
8. Provides training and orientation on the use of assistive technology in settings such as schools, homes, and work/employment.
9. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
10. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the Director of the Disability Resource Center.
11. Contributes to the overall success of the Disability Resource Center and Access Technology Center performing all other duties as assigned.
The Access Specialist is supervised by the Director of the Disability Resource Center.
OFFICE OF HUMAN RESOURCES
REVISED JANUARY 2017
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate 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. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
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 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.