Audiologist (SPED)

Title: Audiologist (SPED)


Reports To: Director of Special Education K-12



  1. Master’s or Doctoral degree in Audiology from an accredited University
  2. Valid Kansas State License to practice Audiology
  3. Ability to collaborate effectively with students- parents- and other professionals
  4. Possess the qualification and experience to provide direct and consultative audiology services to children from early childhood through high school.
  5. Maintain good standing and certification with Kansas Board of Hearing Aid Examiners.

A Topeka Public Schools Certified Application is required and may be obtained online at


Physical/Emotional Requirements: The incumbent may be required to use the following skills and abilities during any part of the working day:

Speaking- hearing- visual- reading- writing- word processing- mobility- consistency of temperament- ability to work with a variety of problems at the same time- stamina for working long hours and in stress-producing environment.


Performance Responsibilities:

  • Collaboration with state and local Early Hearing Detection and Intervention (EHDI) programs to promote access to screening services for children between birth and 3 years of age and to facilitate an efficient transition from initial screening through diagnosis and intervention provided within the educational system.
  •  Participation in the development and oversight of identification programs to screen children at risk for hearing difficulties between birth and 21 years of age.
  •  Utilization of objective screening tools that reflect best practices and are developmentally and culturally appropriate.
  •  Assistance in the provision of training and support for individuals who conduct and implement hearing screening programs for children between birth and 21 years of age.
  •  Documentation of effectiveness of screening programs through outcome measures such as referral rates- follow-up rates- and identification of children with confirmed hearing loss.




Audiologic evaluations:

  • Administration and interpretation of behavioral- physioacoustic- and electrophysiologic measures of the peripheral and central auditory systems appropriate for individual students using calibrated equipment and an appropriate acoustical environment.
  •  Counseling of students- family- and educational team about the implications and impact of identified hearing loss.
  •  Completion of follow-up evaluations for students with identified hearing loss based on protocol appropriate for age and type of hearing loss- and in compliance with local- state- and federal education requirements.
  •  Use of appropriate protocol (e.g. ASHA) to provide assessment information as a member of an interdisciplinary team to assist in the identification and management of students with auditory processing disorders (APD).
  •  Identification of accommodations to facilitate education for students with hearing difficulties who are in general education.



  • When indicated- facilitation of referrals to community audiologists who have knowledge and skill in pediatric diagnostics and auditory processing disorders.
  •  When indicated- have access to the necessary equipment for portions of a comprehensive evaluation referral and collaborate with community audiologists to facilitate communication of results and recommendations within the school setting and ensure compliance with educational legislation and recommended pediatric protocol.
  •  Provide assistance to educational team members in making referrals for additional medical care- educational assessment- or special education services.


  • Facilitation of the development and implementation of evidence-based guidelines for the provision of habilitation services for students with hearing loss or auditory processing difficulties. 
  •  Provision of functional assessment of students who have hearing loss or auditory processing difficulties and collaboration in the preparation of necessary documentation to qualify students for habilitation and support the appropriate educational placement to receive these services.
  • Collaboration in the development and implementation of IEPs/IFSPs including goals- objectives- accommodations- and modifications for curricula and the classroom environment. Development and implementation of an appropriate 504 plan for access to instruction when special education services are not recommended.
  •  Application of research-based protocol designed to measure ongoing progress and outcomes for students receiving aural habilitation within the educational environment.
  •  Provision of in-service training and consultation to school personnel- parents- and students concerning audiologic findings and the impact of hearing loss on communication- educational performance- and social skill development.
  •  Provision of in-depth training for school personnel- parents- and students regarding care and use of personal amplification and/or hearing assistance technology- as well as strategies and techniques to help counteract the impact of noise and reverberation on communication for students with hearing difficulties.


  • Provision of a comprehensive hearing conservation curriculum that focuses on the process of hearing and hearing loss prevention.
  •  Collaboration with other school professionals (e.g. nursing staff- classroom teachers- administrators) to develop materials and design activities to disseminate information through coursework (e.g. science- health)- as part of a school-wide health fair- or through formal presentations in schools and community events.
  •  Provision of current resources and materials for school staff- administrators- parents- and students regarding state and federal standards (OSHA).
  •  Provision of information about and access to hearing protection devices and equipment.


  • Facilitation of a school-based learning and social environment that addresses communication access for the student who is deaf or hard of hearing.
  •  Provision of both informational and affective counseling including education of students- peers- parents- and school staff through individual dialogue- consultation- and in-service regarding: 
  • The general and individual impact of hearing loss on students’ communicative- academic- linguistic- and social emotional development and how this impacts daily living skills and ability to function in their environment;
  •  Benefits and limitations of hearing aids- cochlear implants- and assistive devices- as well as use and maintenance of this technology;
  •  Communication and environmental strategies to mitigate the impact of hearing loss and foster positive self-identities and self-advocacy skills for students who are deaf or hard-of-hearing.
  •  Collaboration with and/or referral to additional school and community resources to investigate medical- audiologic- academic- linguistic and/or social-emotional issues that cannot be professionally- ethically or fully addressed by the educational audiologist.
  •  Assistance with transition planning and support through:
  •  Exploration and discussion of communication needs and legal rights and responsibilities following graduation from high school;
  •  Identification of relevant community resources (e.g. physicians- audiologists- vocational and mental health counselors- funding sources);
  •  Facilitation of mentorship for the transition process from high school to post-secondary educational and vocational experiences.


  • Hearing Aid Evaluation and Analysis
  • Perform hearing aid selection- verification- and validation based on knowledge of current hearing aid options and prescriptive protocol for selecting amplification characteristics (e.g. AAA- 2003) including speech perception performance in quiet and noise- formal and informal behavioral measures (e.g. self-assessment questionnaires- functional listening performance).
  •  Ensure amplification monitoring that includes daily listening checks by trained personnel- electroacoustic analysis at least twice a year- and monitoring of classroom performance with amplification.
  •  Cochlear Implants
  •  Maintain a collaborative working relationship with cochlear implant program-audiologists- manufacturers- families and school personnel to facilitate appropriate referrals for cochlear implant evaluations.
  •  Train school personnel regarding use- daily maintenance- and troubleshooting of various devices.
  •  Serve as the educational liaison for students’ cochlear implant teams and collaborate closely with the audiologist responsible for programming regarding educational technology that must be interfaced with the student’s cochlear implant.
  •  Assess classroom performance of students with cochlear implants to determine if additional classroom interventions/technology may be indicated.
  •  Monitor student progress and provide resources and strategies designed for cochlear implant habilitation.
  •   Hearing Assistance Technology/FM systems (Remote Microphone Technologies and Assistive Listening Devices)
  •  Determine eligibility and establish school guidelines for Hearing Assistance Technology (HAT) based on audiologic assessments.
  •  Monitor and modify FM systems recommendations as necessary.
  • Classroom Acoustics and Amplification
  •  Collaborate with manufacturers- installers- and school personnel in the selection and use of classroom amplification technology.
  •  Participate in the measurement of classroom acoustics and help to determine appropriate signal-to- noise ratios when class is in session for each classroom in which these devices are used.
  •  Assist in instructing teachers on effective instructional use of systems and accessories.
  •  Ensure that maintenance and monitoring of this equipment is completed on a regular schedule.
  •  Serve as a resource for alternative methods of reducing noise and reverberation in existing facilities and promote new classroom design that meets the ANSI standard (ANSI/ASA S12.60 2002).



  • Training and Supervision of Support Personnel.
  • Select and train support personnel with instruction and hands-on experiences to perform appropriate support tasks (e.g. hearing screening- amplification trouble shooting- listening checks- and clerical duties) in compliance with local- state- and federal regulations regarding tasks performed by support personnel- as well as amount and type of supervision required.
  •  Ensure proper and timely electroacoustic calibration of all audiologic equipment as required by law. Behavioral checks should include visual inspection and listening checks at the beginning of each day of use.
  •  Record Maintenance.
  • Maintain records of all services and technology provided- identify outcome data for specific services- and maintain workload data for personnel involved in delivering educational audiology services.
  • Develop and/or adopt standardized forms whenever possible to ensure complete- accurate- and consistent records.
  • Produce Medicaid Billing for reimbursement.


Further Essential Tasks

  • Train and supervise all school nursing staff for basic hearing screening with portable audiometers.
  • Hearing Screening Certification In-Service and Hearing Screening Re-certification In-Service are given to all school nursing staff yearly. 
  • Provide Continuing Nursing Education certificates for nursing license renewal to the State Board.
  •  Work with school nursing staff to coordinate yearly hearing screenings and follow-up assessment- to help identify educationally significant hearing losses.
  •  Consult with teachers- parents- and staff to discuss listening accommodations for hearing impaired students.
  •  Share information with school personnel from outside agencies- such as the clinical audiologist- physician or speech and hearing.
  •  Provide information about the impact of hearing loss on classroom learning to teachers and support staff.
  •  Evaluate the classroom environment for noise issues.
  •  Conduct comprehensive hearing evaluations for all students enrolled in USD 501 who fail the initial two hearing screenings.
  •  Provide management for hearing aid and classroom amplification technologies.
  •  Collaborate in the development and implementation of IEPs/IFSPs including goals- objectives- accommodations- and modifications for curricula and the classroom environment.
  • Develop and implement an appropriate 504 plan for access to instruction when special education services are not recommended.
  •  Assist the educational team in program placement decisions.
  •  Provide referrals to medical and community-based audiology services.
  •  Participate in multidisciplinary team meetings and the decision making process.
  •  Counsel families and students about the effects of hearing loss- both within and outside of the classroom environment.
  •  Provide training to staff regarding classroom amplification benefits and use- strategies for classroom accommodations- and more.
  •  Educate students about hearing loss- amplification technology- and noise pollution
  •  Support special education teachers and teachers of the deaf and hard of hearing.
  •  Advocate for the classroom listening needs for all students.
  •  Provide hearing evaluation for special education preschool programs- difficult to test young students- or multiply- handicapped students.
  •  Support area school districts by meeting the federally mandated requirements of IDEA legislation for service delivery to students experiencing hearing loss.
  • Maintain Medicaid Reimbursement Billing.
  •  Provide Consultation Services to surrounding school districts.
  •  Maintain good standing and certification with Kansas Board of Hearing Aid Examiner.
  • Take ear impressions for all hearing impaired students whom have been recommended for FM/hearing aid systems.
  •  Maintain all FM and amplification systems to ensure proper functioning. Program all FM/amplification systems to fit each student’s hearing loss. Trouble-shoot for all FM/amplification systems. Organize annual FM/amplification systems calibration.
  •  Maintain all portable audiometers (60 units). Organize annual calibration.               


Terms of Employment:

9 months; Salary and work year to be determined by the Board of Education.



Performance of this position will be evaluated in accordance with provisions of the Board policy on evaluation of Support Service Personnel.
Job Start Date: NA
Applications Due By: 05/31/2020

Job Contact Information

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Employer Information

Topeka USD 501

To apply for a position at Topeka Public Schools, please visit, select Employment, and then Job Opportunities. Topeka Public Schools` students perform at the highest levels.  Students, staff members, and district leaders are recognized regularly for outstanding accomplishments. We offer a variety of comprehensive programs designed to fit to the needs and interests of all students. Excellence and equity are the standard. We educate all children. TPS schools have received national recognition for excellence in education, with several attaining the Kansas Standards of Excellence in reading and mathematics and many achieving remarkable double-digit gains. As the sixth largest school district in Kansas with an enrollment of about 12,000 students in elementary through high school, Topeka Public Schools is also the largest school district in Shawnee County.  Elementary schools range in size from 200 to 600 students. We have two elementary magnet schools.  One is a science and fine arts magnet school and the other is a computer magnet school. Middle school enrollments range between 400 to 600 students and our three high schools have enrollments of 800 to 1,800 students. Hope Street Academy, a charter high school, draws alternative students from across the district. A proud feature of our district is Hummer Sports Park, a six-sport complex featuring state-of-the-art facilities for football, track, soccer, baseball, softball, and swimming. We are committed to hiring and retaining superior employees to educate and meet the needs of each student. As the third largest employer in Topeka with over 2,400 certified and classified staff members, we provide a competitive salary schedule, district-paid insurance benefits, a generous leave package, and many other great benefits. If you are interested in joining our progressive school district, please check the job listings below and visit our website at to learn more about Topeka Public Schools and complete your application. 

Employer Address: 624 SW 24th Street Topeka, Kansas

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