Community College Counselor of Students with Disabilities (Tenure-Track)

About the role

The Disability Resource Center provides academic adjustments, auxiliary aids, and specialized services for students who may otherwise be at a disadvantage due to a disability. Our mission is to address access to education issues that are created by a student's disability. We work with students, faculty, staff, and administrators to find equitable solutions to increase educational access and success for individuals with disabilities at the College.

Duties and Responsibilities

• Provide professional, academic/vocational, personal, and disability-related counseling
• Aid students experiencing academic difficulty in maximizing their success
• Develop education plans, monitor student progress, and conduct follow-up activities
• Be knowledgeable of, and maintain contact with social, health, and community agencies
• Use technology tools as it relates to counseling functions
• Communicate effectively orally and in writing with students, faculty, staff, and the community
• Attend and participate in case management, department, and counseling meetings
• Teach guidance courses as needed
• Act as a consultant regarding student performance and retention
• Interpret placement and career assessment results
• Conduct college orientations and workshops related to student success and development
• Coordinate and provide tours for high school seniors with disabilities
• Verify student eligibility for DSPS programs and services
• Determine reasonable accommodations

Knowledge of Employment Standards

• Knowledge of disabilities that would qualify for protections under Title 5, the ADAA, and other State and Federal laws and regulations
• Experience counseling/advising and/or teaching at the high school or college level
• Counseling, and student development theories and relevant applications to program development
• Preparation for, or experience in designing and preparing Student Educational Plans (SEPs) for community college students

Skills and Abilities

• Two years' experience working with students with disabilities in the college setting
• The ability to understand the implications of behavior elicited by a specific disability
• The ability to design and implement intervention strategies and academic accommodation strategies
• Experience with assistive computer technology (both hardware and software) for students with disabilities
• Experience using university articulation agreements and transfer requirements for counseling community college students
• Experience working collaboratively with faculty and staff to enhance instruction, curriculum, student learning support, and student success
• Commitment to the professional responsibility of serving on participatory governance committees

Job Requirements

• Master's degree or higher in rehabilitation counseling OR Master's degree or higher in counseling, guidance counseling, student personnel, clinical or counseling psychology, education counseling, social work, career development, marriage and family therapy, marriage, family and child counseling, or a Bachelor's degree in marriage and family therapy or in marriage, family and child counseling and possession of a license as a Marriage and Family Therapist (MFT); and either 15 or more semester units in upper division or graduate level course work related to people with disabilities, or completion of six semester units, or the equivalent of a graduate-level counseling practicum or counseling field work courses, in a post secondary Disabled Students Programs and Services program or in a program dealing with people with disabilities, or two years of full time experience, or the equivalent, in one or more of the following:
• (A) Counseling for students with disabilities or
• (B) Counseling in industry, government, public agencies, military, or private social welfare organizations in which the responsibilities of the position were predominantly or exclusively for persons with disabilities, or the equivalent.
• Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity-minded practice both within and outside of the classroom.