POSITION OBJECTIVE 

The Assistant Director is responsible for ensuring that students who disclose disabilities are afforded all of the legal rights and protections as mandated in the Americans with Disabilities Act, as amended, and Section 504 of the Rehabilitation Act of 1973. The assistant director will manage a caseload of approximately 40 percent of undergraduate and graduate students registered with the office. The assistant director will complete intake, evaluation, and determination of accommodation for students disclosing to the office. The assistant director will also maintain and serve as the point person for the Accessibility Information Management (AIM) system. The assistant director will identify best practices for working with students with disabilities and present to the campus community programs related to disability issues. The assistant director will also assist the associate director for Disability Resources in identifying outside funding sources, including grant opportunities related to disability resources. 

ESSENTIAL FUNCTIONS 

1. Complete initial eligibility (intake) interviews with new and prospective students. Review all documentation received from student. Evaluate professional qualifications of assessor, disability type, impact of disability on major life activities, determine which if any reasonable accommodations may apply, author an individual accommodation memo, make any necessary arrangements with other departments, and instruct student on how to access any reasonable accommodation(s). (35%)
2. Manage, edit, and update Accessibility Information Management (AIM) system. Oversee AIM functions. Track student data through AIM. Develop and disseminate departmental survey to register students through the AIM system. Utilize AIM data and survey response to conduct yearly departmental review. (30%)
3. Assist with the development and dissemination of best practices in relation to accommodations in undergraduate, graduate, and professional programs, including research regarding relevant case law and current trends within the field of disability resources. (10%)
4. Coach students during regular check-in appointments on managing their academic work while establishing and practicing a healthy lifestyle that supports management of their particular disability. Identify problem areas and behaviors and work with students to develop more effective practices and habits. Refer students to university and non-university support offices and/or organizations as needed to support student success. (10%)

NONESSENTIAL FUNCTIONS

1. Assist with events and programming for Disability Resources. This includes the Disability Awareness Month event and Outstanding Faculty Advocate award nomination and selection. (5%)
2. Advise faculty and staff regarding best practices and Case Western Reserve University policy on students with disabilities and the practical application of the policy in courses, in programs, and delivering services on campus. Serve as departmental point person for Weatherhead School of Management, School of Law, and Mandel School of Applied Social Sciences. (5%)
3. Perform other duties as assigned. (5%)

CONTACTS 

Department: Continuous contact with the Associate Dean/Director and other staff within Disability Resources regarding consultation, provide and receive information, report difficulties or complaints, analysis of policies and legal requirements. Regular contact with the Office of Accommodated Testing and Services in relation to testing accommodations, note taking, and assistive technology for students registered with Disability Resources.

University: Continuous contact with Student Success and Graduate Studies staff to provide and receive student information, resolve student complaints. Regular contact with the providers in Health and Counseling Services in relation to students¿ needs and documentation. Frequent contact with Wellness staff regarding programs and promotions. Regular contact with faculty to provide policy information, advise on student issues, and present programs. Frequent contact with the Office of Equity to provide and receive information regarding legal requirements, collaborate on services/programs, review campus policies, implement findings of resolved student complaints. Regular contact with General Counsel to review legal requirements and applications for students; consult on specific cases and policy development. Moderate contact with the Mandel School Assistant Dean of Student Services to provide and receive student information, represent Disability Resources at orientation programs. Moderate contact with the Law School Director of Student Services to provide and receive student information including any accommodations for law school students. Regular contact with the Associate Director of University Housing to share information regarding students¿ approved accommodations. Occasional contact with Dining Services and Bon Appetit to coordinate accommodations for students with nutritional based disabilities. Occasional contact with the Access Services staff to provide information on students approved for parking accommodations. Occasional contact with the Protective Services dispatcher staff to provide information on students approved responsive transportation accommodations. 

External: Frequent contact with physicians and other healthcare professionals to receive and clarify documentation regarding students with disabilities. Regular contact with the Association on Higher Education and Disability to participate on listserv, conferences, webinars, and training programs to obtain current legal information and practical applications for providing services. 

Students: Continuous contact with undergraduate, graduate, and professional students and prospective students via individual meetings, group programs to share information on policies, eligibility, determinations of services/accommodations, advise on disability issues, teach self-advocacy skills

SUPERVISORY RESPONSIBILITIES

None.

QUALIFICAITONS

Experience: 3 to 5 years of experience required. Experience working with students with disabilities in an educational setting is preferred. Higher education setting preferred.

Education: Master's degree in counseling, education, rehabilitation, psychology, or other related field required. 

REQUIRED SKILLS

1. Working knowledge of the Americans with Disabilities Act, as amended and Section 504 of the Rehabilitation Act of 1973.
2. Working knowledge of FERPA laws.
3. Ability to interpret medical and psychological evaluations of disabilities.
4. Working knowledge of disabilities and appropriate postsecondary accommodations.
5. Strong written and oral communication skills.
6. Excellent interpersonal skills. 
7. Prefer experience with grant writing and acquisition. 
8. Prefer understanding of Universal Design Principles. 
9. Prefer working knowledge in relation to digital accessibility and assistive technology tools.
10. Prefer computer literacy is expected as well as, experience with assistive technology.
11. Ability to meet consistent attendance.
12. Ability to interact with colleagues, supervisors and customers face to face.
13. Willingness to learn and work with Artificial Intelligence (AI) tools and technologies.
14. Demonstrated history of successful support, education, and advocacy for all students, aligned with the values, mission, and messaging of the university, while adhering to the staff policy on conflict of commitment and interest.

WORKING CONDITIONS

Typical office setting. Flexibility to be available on evenings and weekends to meet program and