Early Intervention Provider

Responsibilities

• Provide direct services to deaf and hard of hearing children and their families in home and community settings, ensuring adherence to early intervention procedures, timelines, and goals.
• Collaborate with families to foster language development in deaf and hard of hearing infants/toddlers, integrating strategies within natural, everyday environments.
• Provide well-balanced, accurate information regarding communication opportunities to support families’ ability to make informed choices.
• Work closely with audiologists to support families in understanding their child’s hearing levels and available interventions.
• Facilitate parents' ability to connect with community resources.
• Use evidence-based assessments to track and report on student progress across multiple domains, ensuring that educational and developmental milestones are met.
• Develop IFSP goals based on early intervention assessment data.
• Collaborate as an effective member of the interdisciplinary team.
• Complete mandated early intervention trainings in compliance with state and county standards.
• Perform listening checks and simple troubleshooting procedures on amplification devices and assistive technology.
• Provide in-service presentations for teachers including suggestions for environmental accommodations, teaching strategies, and understanding of assistive technology.
• Plan instructional strategies for adapting curriculum and materials to meet individual student needs.
• Utilize data to develop and implement Individualized Education Plans (IEP) to meet the unique needs of the student.
• Prepare regular reports on student progress in alignment with Philadelphia County reporting standards and communicate updates to relevant stakeholders.
• Foster self-advocacy skills among deaf/hard of hearing students.
• Maintain ongoing communication with parents regarding student progress.
• Model and exhibit PSD’s core values Students 1st, Language, Respect, Communication, and Community Engagement in all interactions, decisions, and professional responsibilities.
• Perform additional responsibilities as assigned to support student success.

Requirements

• Bachelor’s Degree in Early Childhood Education, Special Education, Deaf Education, or related field required.
• Master’s Degree in Early Childhood, Deaf Education, Speech-Language Pathology, or related field preferred.
• Coursework or certification in early intervention services (IFSP/IEP) strongly preferred.
• Minimum of 2–5 years working with young children who are Deaf or Hard-of-Hearing.
• Experience implementing IFSPs and IEPs in early childhood settings.
• Experience collaborating with families, therapists, and multidisciplinary teams.
• Experience in home-based, community-based, or classroom early intervention programs preferred.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Strong understanding of early childhood development, language acquisition, and deaf education principles.
• Able to assess children’s developmental, language, and social-emotional needs and adapt interventions accordingly.
• Effective communication skills with families, children, and professional teams.
• Strong organizational skills to manage schedules, documentation, and progress tracking.
• Competence in using educational technology and maintaining accurate records.
• Able to provide constructive feedback to parents and colleagues in a supportive, culturally responsive way.
• Knowledge of best practices in inclusive and play-based early childhood education.
• Able to work independently, travel to homes or community sites, and collaborate effectively with a multidisciplinary team.

Physical Demands

• Regularly required to stand, walk, bend, kneel, crouch, or reach while engaging with children in classroom, home, or community settings.
• Ability to lift, carry, and move instructional materials, toys, and supplies (up to 25 lbs).
• Manual dexterity for using educational tools, technology, and communication devices.
• Ability to safely interact with children in a variety of physical environments, including playgrounds, therapy rooms, and homes.
• Exposure to normal childhood activity-related noise, movement, and occasional unpredictable behavior.
• Travel between home visits, schools, and community locations is required.
• Occasional evening or flexible hours to meet family needs or participate in professional development.

Mental And Cognitive Demands

• Maintain focus and attention while observing and interacting with children in multiple settings simultaneously.
• Absorb and apply new information quickly and accurately.
• Adapt strategies in real time to address developmental, social-emotional, and communication needs.
• Provide feedback and coaching to parents and caregivers in a manner that is clear, supportive, and culturally responsive.
• Plan, implement, and document individualized educational and therapeutic strategies consistent with IFSPs and IEPs.
• Exercise problem-solving and critical thinking when encountering challenges in home or community environments.
• Collaborate effectively with families, therapists, and educational team members to ensure coordinated services and student progress.

Qualifications

• Bachelor’s Degree in Early Childhood Education, Special Education, Deaf Education, or related field required.
• Master’s Degree in Early Childhood, Deaf Education, Speech-Language Pathology, or related field preferred.
• Coursework or certification in early intervention services (IFSP/IEP) strongly preferred.
• Minimum of 2–5 years working with young children who are Deaf or Hard-of-Hearing.
• Experience implementing IFSPs and IEPs in early childhood settings.
• Experience collaborating with families, therapists, and multidisciplinary teams.
• Experience in home-based, community-based, or classroom early intervention programs preferred.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Strong understanding of early childhood development, language acquisition, and deaf education principles.
• Able to assess children’s developmental, language, and social-emotional needs and adapt interventions accordingly.
• Effective communication skills with families, children, and professional teams.
• Strong organizational skills to manage schedules, documentation, and progress tracking.
• Competence in using educational technology and maintaining accurate records.
• Able to provide constructive feedback to parents and colleagues in a supportive, culturally responsive way.
• Knowledge of best practices in inclusive and play-based early childhood education.
• Able to work independently, travel to homes or community sites, and collaborate effectively with a multidisciplinary team.

Benefits

• Full-time, FLSA-exempt, 12-month union position.
• Compliance with state and county standards for early intervention trainings.
• Opportunities to collaborate with interdisciplinary teams and families.
• Support for fostering self-advocacy skills among deaf/hard of hearing students.
• Opportunities to provide in-service presentations and plan instructional strategies.
• Access to professional development and travel to homes or community sites.

Pay

Salary range is determined based on experience and qualifications, commensurate with industry standards.

Schedule

Full-time schedule with flexibility to accommodate home visits and community-based services.