Module 3, Transparency #1

Assisting Students with Disabilities:

A Training Program for Paraeducators

Module 3:

Providing Instructional

Support

Module 3, Transparency #2

Overview of this Training Module

Module 3: Providing Instructional Support

Unit 1 – Assisting with the Instructional Process

Unit 2 – Providing Direct Instruction

Module 3, Unit 1, Transparency #3

Instructional Objectives: To understand where

instructional goals for students come from

To learn how to support teacher-led instruction

To understand the purpose & techniques of assessing student performance

To know how to observe and record student behavior

Module 3, Unit 1:Assisting with the Instructional Process

Module 3, Unit 1, Transparency #4

Unit Overview

I. Instructional programs for students with disabilities

II. Supporting teacher-led instruction

III. Assessing student performance

IV. Closing

Module 3, Unit 1, Transparency #5

Instructional Programs for Students with Disabilities Where do student goals

come from?-- Kentucky Education Reform

Act (KERA) KERA:

6 general goals for Kentucky schools & students

54 Academic Expectations Goals for students with

disabilities must be related to the general curriculum

Module 3, Unit 1, Transparency #6

Instructional Programs for Students with Disabilities

The IEP (Individual Education Program) is the place to record modified student goals

8 required components to an IEP

IEP developed by an Admissions & Release Committee (ARC)

Module 3, Unit 1, Transparency #7

Supporting Teacher Instruction

Before the lesson:

Review the written lesson plan, so you understand the lesson & what your role will be

Prepare materials (including adapted materials for certain students)

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Supporting Teacher Instruction

During the lesson: Model appropriate

behavior (stand at the side, pay attention, model appropriate responses)

Assist with behavior management by using subtle cues

Take notes for follow-up instruction you may be asked to do

Module 3, Unit 1, Transparency #9

Assessing Student Performance

“Assessment” = gathering information about a student in order to make a decision or answer a question

Many different methods; many different purposes

Academic & social behavior – the most common student characteristics assessed in a school setting

Module 3, Unit 1, Transparency #10

Assessing Student Performance

Standardized tests:The test is given the same

way each time (same instructions, same amount of time, etc.)

Behavioral checklists:Simple way to indicate which

of a range of behaviors or skills a student is able to perform

Module 3, Unit 1, Transparency #11

Assessing Student Performance

Direct Observation Objective/reliable – only record

observable behaviors; don’t make inferences

Observe the student multiple times and in different settings

Keep the observation system simple & manageable

Decide the appropriate method (narrative, frequency count, duration, or other)

Module 3, Unit 1, Transparency #12

Assessing Student Performance Curriculum-based

assessment: Repeated mini-tests of a

student’s progress with the classroom curriculum

Tests analyzed to determine if there is something about the learning environment or the instructional techniques that are not effective for the student

Helps teachers redesign instruction for students

Module 2, Transparency #1

Module 3, Unit 2, Transparency #1

Assisting Students with Disabilities:

A Training Program for Paraeducators

Module 3, Unit 2:

Providing Direct

Instruction

Module 3, Unit 2, Transparency #2

Instructional Objectives: To understand basic

guidelines for providing direct instruction

To appreciate the importance of teacher supervision

To understand how accommodations & modifications are used

To develop skills in systematic instructional procedures for students with educational disabilities

Module 3, Unit 2:Providing Direct Instruction

Module 3, Unit 2, Transparency #3

Unit Overview

I. Basic instructional techniques for all students

II. Additional instructional techniques for students with educational disabilities

Module 3, Unit 2, Transparency #4

Basic Instructional Techniques for all Students How to prepare for an

instructional session: Read the lesson plan Get supervision (brief

planning meeting with the teacher)

Gather materials Arrange the setting for

student comfort & ease of learning

Get to know the students Appropriate working relationship Purpose: to enhance student

learning

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Basic Instructional Techniques for all Students

When conducting the instructional session, be sure you have an … Introduction (get students’

attention, state purpose, review pre-skills)

Body (explanation, questioning, modeling, guided practice, reinforcement)

Conclusion (review purpose & main points, give assignment)

Module 3, Unit 2, Transparency #6

Basic Instructional Techniques for all Students

When conducting the lesson: Be prepared to deviate from

the lesson plan if certain circumstances occur

Record information about student progress

General observations about student behavior & the environment

Specific data (percentage, frequency, rate)

Remember student confidentiality

Module 3, Unit 2, Transparency #7

Basic Instructional Techniques for all Students

After an instructional session: Clean up the area & put

materials away Review the student record Perform brief self-

evaluation Get supervision (a meeting

with the teacher to discuss how the session went and to generate ideas for improvement)

Module 3, Unit 2, Transparency #8

Additional Instructional Techniques for Students with Disabilities

Accommodations Supports/services that help a

student access the curriculum

Curriculum, itself, is NOT altered

Modifications Adaptations that allow

students with disabilities to reach different goals than students without disabilities

Curriculum IS altered

Module 3, Unit 2, Transparency #9

Additional Instructional Techniques for Students with Disabilities “Discrete” tasks

Single response Examples: reading a word,

identifying numbers, selecting a picture of a desired activity

“Chained” tasks Two or more responses Examples: hand-washing,

making a bed, cooking a dish Discrete or chained depends

partly on the individual student

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Additional Instructional Techniques for Students with Disabilities

Types of Instructional Prompts Independent Verbal Pictorial Gestural Model Partial physical Full physical

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Additional Instructional Techniques for Students with Disabilities

Prompting Systems

1) “System of Least Prompts” Hierarchy of prompts Reinforcement provided for

each correct response (regardless of prompted/unprompted)

Start out with minimal assistance and increase it, as needed

Can be used with discrete or chained tasks

Module 3, Unit 2, Transparency #12

Additional Instructional Techniques for Students with Disabilities

Prompting Systems

2) “Constant Time Delay” Two phases (0-second delay

trials, then trials of a specified delay period – e.g., 4-second)

More assistance is provided initially, then faded to less assistance

Can be used with discrete or chained tasks (although discrete is more common)

Module 3, Unit 2, Transparency #13

Additional Instructional Techniques for Students with Disabilities Skill Generalization --

The skill benefits the student’s life because he/she is able to use it in a range of different settings and with different people

Facilitate generalization: Frequent practice Fade the reinforcers Practice in different settings

& with different people