Learning Strategist for ASD & Executive Function Support

George Mason University - Disability Services
the job listing Expires on August 2, 2026
Learning Strategist/Learning Coach, Disability Services

Responsibilities

The Mason Autism Support Initiative (MASI) and the Executive Functioning Program (EFP) are fee-based programs offered through Disability Services, providing support beyond standard disability accommodations. MASI and EFP offer individualized academic support to degree-seeking George Mason University students with Autism Spectrum Disorder (ASD) and/or disabilities related to executive functioning skills.
The Learning Strategist (MASI) and the Learning Coach (EFP) provide one-on-one sessions with students on a consistent and reoccurring basis. This position requires approximately 10 to 20 hours per week during the fall and spring semester only. Responsibilities include:
Implementation of strategies and skill development in areas such as self-advocacy, time management, organization, planning, studying, goal-setting, problem-solving, self-monitoring, and decision-making.
Guidance and modeling effective communication with faculty, peers, and classmates.
Collaborative identification and support for addressing and managing challenging situations.
Assistance in accessing and utilizing campus resources.
Support with coordination, collaboration and engagement between students and university resources (e.g.: faculty, staff, departments)
Preparation and support for transition to post-graduation and job placement.
On-going administrative work (e.g.: weekly logs, time sheets, student check-ins).
Attending staff meetings, professional development, bi-weekly supervision meetings.
Qualifications

Candidates have an understanding of disabilities, particularly related to ASD and Executive Functioning, as well as:
Knowledge in Special Education, Counseling, Psychology, Social Work, Educational Psychology, or a related field, including practical experience working with individuals with disabilities.
Experience working with individuals with disabilities.
Ability to organize and coordinate with on-campus resources.
Strong written and verbal communication skills.
Preferred qualifications include:

Experience working with young adults with disabilities, specifically related to ASD and/or Executive Functioning disabilities

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