The access specialist position works with students and staff to provide equitable access across campus and provides specialized assistance as required.
In general, an access specialist can expect to spend variable amounts of time on the following tasks:
â— Provide 1:1 access assistance for students and staff, as assigned; â— Assist navigation of inaccessible course content or materials, such as providing visual description of pictures/graphics or submitting materials online when course technology is inaccessible; â— Fulfill note-taking and lab assistance requests; â— Proctor, scribe, and read exams as assigned in the Testing Center; â— Support testing coordinators work and Testing Center processes; â— Work with the Document Conversion unit of the DRC to convert materials as needed; â— Back-up the DRC receptionists; â— Train student employees; â— Attend DRC and OED all-staff meetings; â— Other duties as assigned.
OPPORTUNITIES FOR SKILL DEVELOPMENT ON THE JOB: The access specialist position will have opportunities to participate in experiences across campus, which allow them to develop and demonstrate interpersonal and professional skills. These skills and characteristics for success and citizenship are learned and refined during their college years and beyond.
The Office for Student Affairs has developed seven “Student Development Outcomes” that the Disability Resource Center has incorporated into the experience of the access specialist position. Here is a listing of the Student Development Outcomes with some examples of how you can learn or further develop your own skills set. Your supervisor will help you review these outcomes during your employment.
RESPONSIBILITY/ACCOUNTABILITY â–ª Arrives on time. Takes appropriate breaks based on consecutive hours worked. â–ª Takes tasks and responsibilities seriously and ensures they are completed accurately and on time. â–ª Actively supports policies daily and confronts policy violations â–ª Learns basic requirements for the job â–ª Attends all scheduled trainings and meetings â–ª Meets basic expectations (dresses appropriately, interacts with staff, etc.) â–ª Takes on additional tasks and duties without direction from supervisor
INDEPENDENCE/INTERDEPENDENCE â–ª Seeks instruction from supervisor on projects and asks for clarification of tasks, procedures and how to correct errors â–ª Asks for additional work after completing a project â–ª Participates and promotes an open workplace where all ideas and opinions can be voiced and respected â–ª Able to share new ideas and initiatives with supervisors and co-workers that will improve workplace â–ª Has a basic understanding of their role and the roles of other in Disability Services â–ª Works independently on projects
GOAL ORIENTATION â–ª Completes duties on time â–ª Provides regular updates on ongoing work to the appropriate supervisors â–ª Does not allow distractions to prevent timely completion of tasks and pushes self, when needed, to accomplish goals
SELF-AWARENESS â–ª Demonstrates good verbal and non-verbal communication skills â–ª Puts group success ahead of personal goals
RESILIENCE â–ª Accepts instruction and constructive criticism from supervisors â–ª Able to work through disappointments and bad experiences by assessing what caused them, what can be done to avoid them next time, and what can be done to repair them now
APPRECIATION OF DIFFERENCES â–ª Understands, respects and learns from the values and beliefs of others â–ª Treats all clients, peers and supervisors respectfully â–ª Understands that “disabilities” represent difference, not “inability”
TOLERANCE OF AMBIGUITY â–ª Able to handle problems that arise from clients’ requests with little or no information available â–ª Employs basic problem solving skills and looks to supervisor to find unknown information
Salary Range: $39,561.60 - $40,372.80
ESSENTIAL QUALIFICATIONS: â— High School Diploma/GED and one year of general office/clerical experience. Training/education may substitute some of the experience. â— Ability to work with others; â— Attention to details; â— Experience with people with disabilities; â— Organizational skills; â— Flexible and accommodating; â— Excellent communication skills (written, verbal and listening skills); â— Able to maintain boundaries (i.e. when scribing and reading without tutoring, explaining, or coaching); â— Must be comfortable taking notes in class and working independently; â— Desire to work with students and staff members with a variety of disabilities; â— Familiarity with computers (both PC and Macintosh) and accompanying software applications.
PREFERRED QUALIFICATIONS: â— At least one semester of experience as an access assistant; â— Ability to learn new computer software quickly; â— Creative problem-solving skills. â— Background in math and/or science and/or computer science
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.