transparency #1 assisting students with disabilities a training program for paraeducators
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Transparency #1
Assisting Students with Disabilities
A Training Program for Paraeducators
Module 1, Transparency #1
Overview of this Training Module
Module 1: Introduction to the Paraeducator Role
Unit 1 –Roles & Responsibilities
Unit 2 – Communication & Teamwork Skills
Unit 3 – Legal & Ethical Issues
Module 1, Unit 1, Transparency #3
Module 1, Unit 1: Roles & Responsibilities
Instructional Objectives: To understand how the
paraeducator role developed To understand the
importance of the team To describe the teamwork
responsibilities of paras, teachers, & administrators
To describe the distinctions in teacher & paraeducator instructional responsibilities
Module 1, Unit 1, Transparency #4
Unit Overview
I. Introduction to the Paraeducator Role
II. The Administrator-Teacher-Paraeducator Team
III. Distinctions in teacher & paraeducator instructional responsibilities
IV. Closing
Module 1, Unit 1, Transparency #5
Overview of the Paraeducator Role
Paraeducators – playing an integral role & providing much-needed support, due to:1) More participation of
students with disabilities2) Federal & state legislative
mandates3) Teacher shortages4) Restructuring of the roles
of teachers
Module 1, Unit 1, Transparency #6
Overview of the Paraeducator Role
“Para” – “alongside” A paraeducator is a school
employee who . . . provides instructional or
other direct support services to students, and
works under the supervision of a certified/licensed staff member who is responsible for educational programming & student progress
Module 1, Unit 1, Transparency #7
Overview of the Paraeducator Role
Paraeducator Work Settings: Inclusive general and
special education classes Early intervention & pre-
school programs Libraries & computer labs Parent training programs Transition training,
supported employment, & other vocational programs
Module 1, Unit 1, Transparency #8
Overview of the Paraeducator Role Impact of paraeducators on
educational programs:
More individualized instruction to students
More monitoring & evaluation of students
More positive role models in students’ environment
More time for teachers to assess needs, consult, diagnose problems, & plan lessons
Module 1, Unit 1, Transparency #9
Overview of the Paraeducator Role
Benefits of paraeducator involvement in education: Improved student learning More consistency in student
services More positive student
attitudes toward school & learning
Improved student behavior in the classroom
Improved parent-school- community relations
Module 1, Unit 1, Transparency #10
The Administrator-Teacher-Para Team
Paraeducator knowledge & skills + supportive working environment = more satisfied & effective paraeducator, & improved learning for students
Teamwork responsibilities Administrators Teachers Paraeducators
Module 1, Unit 1, Transparency #11
The Administrator-Teacher-Para Team
Administrator Teamwork Responsibilities School- or district-wide
support for paras Needs Assessments Provide job orientation,
including written job description, introductions, & handbook on school policies
Set & enforce “best practice” supervision policies
Evaluate teachers’ supervision of paras
Module 1, Unit 1, Transparency #12
The Administrator-Teacher-Para Team
Teacher Teamwork Responsibilities Classroom-level
supervision of paraeducators
Provide a more specific, personalized job orientation
Assess para’s strengths & weaknesses
Use effective teaching techniques with paras
Conduct frequent, formal meetings with the para
Module 1, Unit 1, Transparency #13
The Administrator-Teacher-Para Team
Paraeducator Teamwork Responsibilities Take an active role in
determining your success Positive, cooperative attitude
toward assigned tasks Seek training & supervision,
as needed Request meetings with the
supervising teacher Seek information about
students & instructional process
Provide information about student progress
Module 1, Unit 1, Transparency #14
Distinctions in Instructional Responsibilities
Teachers’ responsibilities:(Primary responsibility for students’ education)
Diagnose students’ education & support needs
Prescribe the programs to meet those needs
Develop goals & objectives Prepare lesson plans for
whole class Modifying strategies &
content for individual students
Module 1, Unit 1, Transparency #15
Distinctions in Instructional Responsibilities
Teachers’ Responsibilities (cont.):
Lead the implementation of instructional programs
Evaluate program effectiveness & student performance
Involve parents in their children’s education
Module 1, Unit 1, Transparency #16
Distinctions in Instructional Responsibilities
Paraeducators’ Responsibilities:
(Assist the teacher, as directed and with supervision)
Instructional support tasks: Implement educational programs
& lesson plans Help individual students with
academic work Help in collecting & maintaining
data about students’ performance Score objective tests, keep records Give info and/or attend IEP/IFSP
meetings
Module 1, Unit 1, Transparency #17
Distinctions in Instructional Responsibilities
Paraeducator Responsibilities (cont.): Behavior management
support tasks Implement behavior
management programs in the classroom
Supervise students and enforce school policies for student behavior in non-academic settings (for example, playground, lunchroom)
Module 1, Unit 1, Transparency #18
Distinctions in Instructional Responsibilities
Paraeducator Responsibilities (cont.):
Clerical/technical support tasks
Prepare/duplicate materials Set up & maintain adaptive
equipment & learning centers
Operate office or video equipment
Module 1, Unit 1, Transparency #19
Distinctions in Instructional Responsibilities
Paraeducator Responsibilities (cont.):
Provide personal/health assistance to students with disabilities
Assist with personal/hygienic care
Assist with special health care needs
Module 1, Unit 1, Transparency #20
Distinctions in Instructional Responsibilities
Duties a paraeducator may NOT perform: Be solely responsible for …
An entire classroom (for example, as a substitute teacher)
An entire educational program Diagnosing student needs Developing lesson plans Assigning grades
Grade subjective or essay tests
Administer or score standardized tests
Assisting Students with Disabilities:
A Training Program for Paraeducators
Module 1, Unit 2:Communication
& Teamwork Skills
Module 1, Unit 2, Transparency #2
Unit Two:Instructional Objectives
Participants will:
Understand the role of communication & teamwork skills
Describe the skills taught in this unit
Assess own skills Set personal goals &
make progress toward improving skills
Module 1, Unit 2, Transparency #3
Unit Overview
I. IntroductionII. Interpersonal SkillsIII. Problem-Solving SkillsIV. General
Communication SkillsV. Communication Skills
for ParaeducatorsVI. Closing
Module 1, Unit 2, Transparency #4
Interpersonal Skills
Knowledge & behavior that helps us relate well to others
Examples: Making introductions Starting a conversation Expressing feelings clearly Making appropriate
complaints Dealing with group
pressure
Module 1, Unit 2, Transparency #5
Interpersonal Skills (cont.)
Appreciating Diversity – openness toward people who are different from you
People of different . . . Age, gender, ethnicity Ability level (for example,
students with disabilities) Treat them as you treat
others “Person First” language
Value systems Learning styles
Module 1, Unit 2, Transparency #6
Problem-Solving Skills
Systematic approach to resolving interpersonal conflicts
5-step process:1) Describe the problem2) Determine the causes of
the problem3) Decide on a goal &
brainstorm solutions4) Decide on a solution5) Try it & see if it works
Module 1, Unit 2, Transparency #7
General Communication Skills
Two main components: Clearly-stated messages
about your thoughts & feelings
Accurately received messages from others
Three general categories of communication: Non-Assertive (Passive) Aggressive Positive/Assertive
Module 1, Unit 2, Transparency #8
General Communication Skills (cont.)
“You Messages” Deny responsibility Give over control Elicit negative reactions
Alternative: “I Messages” Three Parts to an “I
Message” Feeling Situation Reason
Module 1, Unit 2, Transparency #9
General Communication Skills (cont.)
Being receptive to others – “Active listening”
Three suggestions:1) Keep an open mind –
Don’t let personal biases distort speaker’s message
2) Concentrate – ignore distractions & pay full attention
3) Become involved – Ask questions, summarize, & add information
Module 1, Unit 2, Transparency #10
Communication Skills for Paraeducators
Specific communication issues for school staff
Importance of communication & teamwork in education
Valuable role played by paraeducators
Accepting the teacher’s leadership
Module 1, Unit 2, Transparency #11
Communication Skills for Paraeducators (cont.)
Teacher & para should learn about one another1) Teaching style2) Use of teaching materials3) Supervisory style4) Behavior management
strategies Learn about the other
members of your team Develop effective
working relationships with your team members
Module 1, Unit 2, Transparency #12
Communication Skills for Paraeducators (cont.)
Teachers & paras should try to build a good working relationship Meet regularly Discuss attitudes & feelings Understand your tasks Appreciate diversity Develop a shared
vocabulary Develop non-verbal cues Work at having a positive
climate
Module 1, Unit 2, Transparency #13
Communication Skills for Paraeducators (cont.)
Problematic ways to communicate with students Ordering, commanding Warning, threatening Moralizing, preaching Advising Lecturing Judging, criticizing Name-calling Analyzing
Module 1, Unit 2, Transparency #14
Communication Skills for Paraeducators (cont.)
Positive ways to communicate with students Active Listening Good Non-Verbals
Posture Eye contact Facial expression Distance Distracting behaviors Voice quality
Convey Acceptance
Module 1, Unit 2, Transparency #15
Communication Skills for Paraeducators (cont.)
Talking with students about individual differences Don’t:
Scold Ignore Deny/evade
Do: Understand the question Correct any misinformation Give appropriate amount of
concise, accurate information
Module 1, Unit 2, Transparency #16
Communication Skills for Paraeducators (cont.)
Build effective relationships with students
Teach them interpersonal, problem-solving, & communication skills by SHOWING (example) TELLING
(describing/discussing) REINFORCING
(noticing/rewarding them)
Assisting Students with Disabilities:
A Training Program for Paraeducators
Module 1, Unit 3:
Legal & Ethical Issues
Module 1, Unit 3, Transparency #2
Unit Three:Instructional Objectives
The paraeducator will: Understand the value of
integration/inclusion Understand the main
provisions of these laws: Section 504 IDEA ADA FERPA
Understand basic procedures of special education
Understand their ethical responsibilities
Module 1, Unit 3, Transparency #3
Unit Overview
I. IntroductionII. Integration/inclusion
for people with disabilities
III. Legal protections for people with disabilities
IV. Ethical standard for paraeducators
V. Closing
Module 1, Unit 3, Transparency #4
Integration of People with Disabilities
Historically, people with disabilities were not valued or respected Segregated from society Widespread maltreatment
It was believed that there were no cures & no effective ways to intervene with people with disabilities
Module 1, Unit 3, Transparency #5
Integration of People with Disabilities
In the ’60s, the movement toward integration began
Shock over deplorable conditions within institutions
Parents wanting children raised in their homes, in communities
The first community-based programs for people with disabilities were established
Module 1, Unit 3, Transparency #6
Integration of People with Disabilities
Changing principles & values
The “Developmental Assumption” – all people can learn & grow
“Normalization” – people with disabilities benefit from an environment as close to “normal” as possible
Module 1, Unit 3, Transparency #7
Integration of People with Disabilities
Non-disabled people benefit from living & working among people with disabilities
Development of meaningful relationships with them
Realization that they are “people first”
Decreased harmful societal stereotypes
Module 1, Unit 3, Transparency #8
Legal Protections Section 504 of the
Rehabilitation Act of 1973
Comparable educational services for students with disabilities
Applies to a broad range of disabilities
Services, devices, & adjustments must be provided so student can benefit from instruction
Module 1, Unit 3, Transparency #9
Legal Protections Individuals with Disabilities
Education Act (IDEA) Requires a free, appropriate
public education for ALL students
Schools must identify students who need services
Services are decided by a team, and documented within an IEP
Parents are involved & have “due process” rights
Services are provided within the “least restrictive environment”
Module 1, Unit 3, Transparency #10
Legal Protections
Americans with Disabilities Act (ADA) Intended to increase access
to a broad range of settings (education, employment, transportation, etc.)
Describes alterations/ accommodations that must be made, in order to ensure that people with disabilities can be fully integrated into American life
Module 1, Unit 3, Transparency #11
Legal Protections Family Educational Rights
and Privacy Act (FERPA) Access to records is limited
to people with a vested, educational interest in a student
Written parental consent is required for disclosure
Parents have the right to review school records & to request a hearing to challenge any information contained in the records
Module 1, Unit 3, Transparency #12
Legal Protections
Special Education Procedures Paraeducators often
involved in implementing teacher-developed assessment & intervention plans for students in special education
There is a structured process for referral, evaluation, & placement (see Handout)
Module 1, Unit 3, Transparency #13
Ethical Standards
Ethical behavior is behavior that shows a high regard for the rights of others
Some important ethical principles for paraeducators: Maintaining a respectful
demeanor (staying calm, professional, using appropriate language)
Module 1, Unit 3, Transparency #14
Ethical Standards
Important paraeducator ethical principles (cont.): Confidentiality (keep
information private, especially from friends, family, & other students)
Contributing to positive school-community relations (be a positive representative of the school & community, and be a conscientious worker)
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