paraprofessional’s path to bridging the gaps in the inclusive classroom presenter: dr. ashleigh...

Paraprofessional’s Path to Paraprofessional’s Path to Bridging the Gaps in the Bridging the Gaps in the

Inclusive ClassroomInclusive Classroom

Presenter: Dr. Ashleigh MolloyPresenter: Dr. Ashleigh MolloyDirectorDirector

Transformation Education InstituteTransformation Education Institute

[email protected]@transedinstitute.orgwww.transedinstitute.orgwww.transedinstitute.org

N R C Paraprofessionals Conference

Albuquerque, New Mexico, USA

Session ObjectivesSession Objectives

To learn strategies that To learn strategies that promote student success in an promote student success in an inclusive classroominclusive classroom

Validation of one’s personal Validation of one’s personal and paraprofessional assetsand paraprofessional assets

Identification of the Identification of the significant role significant role paraprofessionals serve in paraprofessionals serve in facilitating inclusionfacilitating inclusion

What is a What is a Paraprofessional?Paraprofessional?

A A valued assistantvalued assistant that that teachers and other teachers and other

professionals need to professionals need to deal effectively within deal effectively within

a large and diverse a large and diverse classroom group, or to classroom group, or to provide the level of provide the level of support required to support required to

includeinclude students with students with identified challenges.identified challenges.

What are What are Paraprofessionals?Paraprofessionals?

(My Take)(My Take) Para’s are like…Para’s are like…

BAYER ASPIRINBAYER ASPIRIN

They work miracles.They work miracles.

Para’s are like…Para’s are like…

FORDFORD

They have better idea ideas.They have better idea ideas.



COKECOKE

They are the real thing.They are the real thing.


HALLMARK CARDSHALLMARK CARDS

They care enough to send They care enough to send their very best.their very best.



GENERAL ELECTRICGENERAL ELECTRIC

They bring good things to They bring good things to life.life.


ALLSTATEALLSTATE

Your in good hands with them.Your in good hands with them.


Para’s are like…Para’s are like… V0-5 HAIR SPRAYV0-5 HAIR SPRAY They hold through all kinds of They hold through all kinds of weather.weather.

Para’s are like…Para’s are like… the U.S. POST OFFICEthe U.S. POST OFFICE Neither rain, nor snow, nor ice Neither rain, nor snow, nor ice will keep them from their will keep them from their appointed destination.appointed destination.


But Most of all…But Most of all…

Para’s are like FROSTED Para’s are like FROSTED FLAKESFLAKES

They’re They’re GRRRRREAT!!!!!GRRRRREAT!!!!!

Group ActivityGroup Activity

Historical BackgroundHistorical Background

Fastest growing position in public Fastest growing position in public education education 1989-100 000 nationwide 1989-100 000 nationwide 2001-930 0002001-930 000 2007- 1 million plus2007- 1 million plus

Growth is exponential as a result Growth is exponential as a result of the rapidly increasing of the rapidly increasing enrollment of students with enrollment of students with special needs in the public special needs in the public education system education system

Haim GinottHaim Ginott ““I’ve come to a frightening conclusion I’ve come to a frightening conclusion that I am that I am thethe decisive elementdecisive element in the in the classroomclassroom. It’s my personal approach . It’s my personal approach that creates the climate…I possess a that creates the climate…I possess a tremendous power to make a child’s life tremendous power to make a child’s life miserable or joyous. I can be a tool miserable or joyous. I can be a tool of torture or an instrument of of torture or an instrument of inspiration. I can humiliate or inspiration. I can humiliate or humour, hurt or heal. In all humour, hurt or heal. In all situations, it is my response that situations, it is my response that decides whether a crisis will be decides whether a crisis will be escalated or de-escalated and a child escalated or de-escalated and a child humanized or dehumanized.”humanized or dehumanized.”

Para’s Responsibilities in Para’s Responsibilities in the Inclusive Classroomthe Inclusive Classroom

Many of the contributions made by Many of the contributions made by paraprofessionals are as paraprofessionals are as uniqueunique as as each person is.each person is.

Your Tool BoxYour Tool Box Experiential KnowledgeExperiential Knowledge

You come with experiential knowledge You come with experiential knowledge based on your previous roles in life. based on your previous roles in life. These include being a sibling, parent, These include being a sibling, parent, family, community member and working family, community member and working roles. roles.

These are lived experiences that These are lived experiences that empowers one with skills and abilities empowers one with skills and abilities that have been accumulated that have been accumulated

Formal KnowledgeFormal Knowledge SchoolingSchooling P.D./CoursesP.D./Courses

““We are Responsible”We are Responsible” We are responsible for those We are responsible for those

Who watch their parents and watch them Who watch their parents and watch them suffersuffer

Whose monsters are realWhose monsters are real Whose nightmares come in the daytime,Whose nightmares come in the daytime, Who go to bed hungry and cry themselves Who go to bed hungry and cry themselves to sleepto sleep

And to those who must be carriedAnd to those who must be carried For those who don’t get a second chanceFor those who don’t get a second chance For those who will grab the hand of For those who will grab the hand of anybody kind enough to offer itanybody kind enough to offer it

By Ina HughesBy Ina Hughes

What is my role/goals?What is my role/goals? To increase independence and decrease To increase independence and decrease dependencedependence

To assist the student to reach his/her To assist the student to reach his/her potential using the IEP as the road mappotential using the IEP as the road map

To increase peer interaction and To increase peer interaction and inclusioninclusion

To use appropriate strategies and To use appropriate strategies and materialsmaterials

To model appropriate behaviour and To model appropriate behaviour and communicationcommunication

To prepare the student for life after To prepare the student for life after high schoolhigh school

Create a Sense of Create a Sense of WelcomeWelcome

Paraprofessional’s HopeParaprofessional’s Hope

I wish for a teacher who will see me as a colleague I wish for a teacher who will see me as a colleague with contributions to make.with contributions to make.

I wish for a teacher who will see me as an assistant to I wish for a teacher who will see me as an assistant to all children, though with particular focus on a few.all children, though with particular focus on a few.

I wish for a teacher who will ask for my ideas.I wish for a teacher who will ask for my ideas.

I wish for a teacher who will see me as a person, but I wish for a teacher who will see me as a person, but feel free to guide me as a tool to benefit children.feel free to guide me as a tool to benefit children.

I wish for a teacher who will challenge me to do my I wish for a teacher who will challenge me to do my best.best.

I wish for a teacher in whom I can see a role model.I wish for a teacher in whom I can see a role model.Gary Bunch, York UniversityGary Bunch, York University

Parameters of Responsibility: Parameters of Responsibility:

Teacher and Professional Teacher and Professional StaffStaff Initial design of the pupil planInitial design of the pupil plan

e.g., teacher lesson plan, developmental programe.g., teacher lesson plan, developmental program Provide paraprofessionals with the Provide paraprofessionals with the necessary information, training and necessary information, training and direction to fulfill their responsibilitiesdirection to fulfill their responsibilities

Implementation and evaluation of the Implementation and evaluation of the instructioninstruction

TT ogetherogether

EE ach ach

AA chieveschieves

MM ore ore

““Knowledge is Power”Knowledge is Power”

Albert Einstein

Knowledge is PowerKnowledge is PowerTeams work best if you know the Teams work best if you know the following:following:

1. What is to be done1. What is to be done What teaching, process and evaluation What teaching, process and evaluation accommodations need to be created for the accommodations need to be created for the student to be successful?student to be successful?

Adapted materialsAdapted materials Manual supports (scribing, reading, Manual supports (scribing, reading, holding)holding)

Extra time to do the work, less work to doExtra time to do the work, less work to do Incorporating multi-model strategiesIncorporating multi-model strategies Added visual, auditory or tactile cuesAdded visual, auditory or tactile cues

What support does the para need What support does the para need to be helpful to the studentto be helpful to the student Time to find or create materialsTime to find or create materials Help in creating materialsHelp in creating materials Training in the use of materials Training in the use of materials or equipmentor equipment

Training in the use of specific Training in the use of specific teaching or behavioural techniques teaching or behavioural techniques

What is the para to do if the What is the para to do if the student does not cooperate? Is student does not cooperate? Is there a behaviour program in there a behaviour program in place? place?

The para should be able to give The para should be able to give information about the student’s information about the student’s response to accommodations and response to accommodations and other supports.other supports.

2. Who is to offer the support2. Who is to offer the support No student needs support all the No student needs support all the time; sometimes having the student time; sometimes having the student work with peers is helpful and work with peers is helpful and necessary.necessary.

Sometimes the student must work with Sometimes the student must work with the teacher to build the student-the teacher to build the student-teacher relationship which is teacher relationship which is critical to learning.critical to learning.

At times, the student needs to work At times, the student needs to work alone to experience autonomy of alone to experience autonomy of learning, if he has never worked learning, if he has never worked alone, he may think he can’t.alone, he may think he can’t.

3. When you need to offer 3. When you need to offer supportsupport No student requires adult support No student requires adult support every minute of everyday; there every minute of everyday; there are times when other forms of are times when other forms of support would suffice.support would suffice.

The issue is often not how much The issue is often not how much support you need to give, but support you need to give, but planning on giving support when it planning on giving support when it is needed.is needed.

Ten Tips (K. Lachina & T. Ten Tips (K. Lachina & T. Borgdon)Borgdon)

Let students make mistakes and take Let students make mistakes and take risks. Let natural consequences be risks. Let natural consequences be part of the classroom experience. We part of the classroom experience. We all make mistakes.all make mistakes.

Watch your voice and volume. Watch your voice and volume. Discussions often disrupt the learning Discussions often disrupt the learning environment.environment.

Maintain student dignity: Be discreet Maintain student dignity: Be discreet about physical needs. Schedule tube about physical needs. Schedule tube feedings, toileting, etc. at natural feedings, toileting, etc. at natural break timesbreak times

Ten Tips continuedTen Tips continued

Communicate and consult with Communicate and consult with caregivers: find out what is working at caregivers: find out what is working at home; maintain confidentialityhome; maintain confidentiality

Facilitate peer relationships. Remind Facilitate peer relationships. Remind others to talk directly to the student, others to talk directly to the student, seat the student with other students, seat the student with other students, give the student freedom to socializegive the student freedom to socialize

Help the teacher. See your role in Help the teacher. See your role in relationship to the entire class; time relationship to the entire class; time away from an individual student away from an individual student promotes independence.promotes independence.

Ten Tips continuedTen Tips continued Ask for helpAsk for help Give as few prompts as possible. Give as few prompts as possible. Foster independence. Use hand over Foster independence. Use hand over hand assistance to teach a skill; not hand assistance to teach a skill; not complete itcomplete it

Help students to create their own Help students to create their own work. Avoid correcting or completing work. Avoid correcting or completing assignmentsassignments

Enable students to make choices. Give Enable students to make choices. Give them some control over their lives and them some control over their lives and environment. Choices also improve environment. Choices also improve behaviour.behaviour.

Curriculum AdaptationCurriculum Adaptationfor a student with for a student with

disabilitiesdisabilitiesUnit: Solar SystemUnit: Solar System

Date: Month of Date: Month of OctoberOctober

Concept 1:Concept 1:

The organization The organization of the of the

Solar systemSolar system

Adapted Adapted informationinformation

Multilevel Multilevel curriculum andcurriculum and

InstructionInstruction

There are 9 There are 9 planetsplanets

Unit content adapted Unit content adapted for a student with for a student with




The The characteristics characteristics of earthof earth




The earth is made The earth is made up ofup of

land and waterland and water

Unit content adapted Unit content adapted for a student with for a student with




Rotation of the Rotation of the earth andearth and

sunsun




The earth revolves The earth revolves aroundaround

the earth and sunthe earth and sun

Group ActivityGroup Activity

The Skills: The Skills: CommunicationCommunication

With staff colleagues, With staff colleagues, administration, administration, parents, and studentsparents, and students

Confidentiality, Confidentiality, freedom of informationfreedom of information

On regular basis On regular basis (e.g., daily journal (e.g., daily journal with home, dedicated with home, dedicated discussion with discussion with teacher)teacher)

The Skills: Child The Skills: Child DevelopmentDevelopment

Know typical learning and Know typical learning and growth patterns of childrengrowth patterns of children

Know how disabilities or other Know how disabilities or other challenges affect a student’s challenges affect a student’s learning and school lifelearning and school life

Age-appropriate ways of Age-appropriate ways of supporting studentssupporting students

The Skills: Teaching & The Skills: Teaching & SupportSupport

Guided by educational planGuided by educational plan Differentiated learningDifferentiated learning

Visual learnersVisual learners Tactile learnersTactile learners Auditory learnersAuditory learners

Student motivation: positive and Student motivation: positive and proactiveproactive

Use of a variety of strategies, Use of a variety of strategies, resources (e.g., technical supports and resources (e.g., technical supports and equipment)equipment)

Intervention that respects dignity and Intervention that respects dignity and rightsrights

Sensory ModalitySensory Modality

Encourage Cooperative Encourage Cooperative LearningLearning Positive interdependencePositive interdependence Individual Individual accountabilityaccountability

Cooperation skillsCooperation skills Face-to-face interactionFace-to-face interaction Heterogeneous groupsHeterogeneous groups Equal opportunities for Equal opportunities for successsuccess

The Skills: There’s The Skills: There’s More!More!

Time managementTime management AdaptabilityAdaptability

e.g., to schedules, to students, e.g., to schedules, to students, to colleaguesto colleagues

Negotiation: finding common Negotiation: finding common groundground

Management of transitionManagement of transition

No two children No two children with a similar with a similar

exceptionality are exceptionality are the same!the same!

The The Paraprofessional Paraprofessional

in Inclusive in Inclusive Education: Education:

the the Inclusion Inclusion FacilitatorFacilitator

Classroom CultureClassroom Culture

The inclusive classroom is one that has The inclusive classroom is one that has accepted the right of any student to accepted the right of any student to participate with all others in the participate with all others in the process of learning. Difference in process of learning. Difference in race, ethnicity, and gender do not race, ethnicity, and gender do not lessen that right. lessen that right. Neither does Neither does

difference in abilitydifference in ability. All learners . All learners are accepted as members of the are accepted as members of the classroom community as equal classroom community as equal

participants within their abilities participants within their abilities and needs.and needs.

Inclusion: Basic Inclusion: Basic PrinciplesPrinciples

All children have a right to a place All children have a right to a place in the regular classroomin the regular classroom

Each student should participate, at Each student should participate, at some level, in all classroom some level, in all classroom activitiesactivities

All children have individual abilities All children have individual abilities and needs that should be recognizedand needs that should be recognized

All children are learnersAll children are learners Teachers, paraprofessionals and Teachers, paraprofessionals and students are colleagues in the act of students are colleagues in the act of learninglearning

Types of ParticipationTypes of Participation

Full participationFull participation Student joins others throughout the Student joins others throughout the activity to the same extent as his/her activity to the same extent as his/her peerspeers

E.g., group work, cooperative learningE.g., group work, cooperative learning Partial participationPartial participation

Student participates in some part of Student participates in some part of the activity that is seen as important the activity that is seen as important and equal to what the students are and equal to what the students are doingdoing


Parallel participationParallel participation Student completes a similar Student completes a similar activity at a similar time and activity at a similar time and within the same environment as within the same environment as his/her peershis/her peers

Work is different, but Work is different, but expectations, environment and expectations, environment and learning process is the samelearning process is the same


Pull outPull out Student taken to a specific area Student taken to a specific area to complete a specific task that to complete a specific task that is seen as necessary to that is seen as necessary to that student’s learning that cannot be student’s learning that cannot be achieved within the classroomachieved within the classroom

A Few More Words…A Few More Words… Student never “pulled out” because you do Student never “pulled out” because you do not know what to do with him/hernot know what to do with him/her

Student should be “pulled out” because Student should be “pulled out” because you know what you need to do and you you know what you need to do and you believe that working in a specific believe that working in a specific setting would be more beneficial than setting would be more beneficial than working within the classroomworking within the classroom

Helpful to have a peer(s) accompany the Helpful to have a peer(s) accompany the student and join the activitystudent and join the activity 1:1 work may be perceived as stigmatizing1:1 work may be perceived as stigmatizing Learning to work with others is more important Learning to work with others is more important than learning to work alonethan learning to work alone

ProximityProximityI don’t think any child I don’t think any child

should go to school with an should go to school with an adult “attached to the hip”adult “attached to the hip”

Assistants need to be able to support Assistants need to be able to support students without interfering with students without interfering with their learning and social connections. their learning and social connections. This is a difficult challenge. How This is a difficult challenge. How do you help someone, yet leave her do you help someone, yet leave her space to learn from others, to make space to learn from others, to make mistakes, to have privacy and form mistakes, to have privacy and form relationships with others.relationships with others.

I like the Four Foot I like the Four Foot Rule:Rule:

Stay four feet away unless the Stay four feet away unless the student is having difficulty student is having difficulty for at least two minutes.for at least two minutes.

Effects of Effects of Paraprofessional ProximityParaprofessional Proximity Challenge Challenge

separation from classmatesseparation from classmates Example of the challenge Example of the challenge

The paraprofessional sits with the student at The paraprofessional sits with the student at the back of the room near the door.the back of the room near the door.

The special educator pulls the student out of The special educator pulls the student out of the classroom for instruction.the classroom for instruction.

Example of how the challenge can be Example of how the challenge can be addressedaddressed The student can sit next to a peer in the The student can sit next to a peer in the middle of the rowmiddle of the row

The special educator can provide instruction The special educator can provide instruction in the classroom during reading time.in the classroom during reading time.

When to talk and when to listenWhen to talk and when to listen It does not matter what you know It does not matter what you know if you are unable to communicate if you are unable to communicate with other people.with other people.

The assistant should model The assistant should model excellent listening skills at this excellent listening skills at this time by looking at the teacher as time by looking at the teacher as if she is the most interesting if she is the most interesting person in the world.person in the world.

When to “wean” a studentWhen to “wean” a student No student should be expected to spend No student should be expected to spend all of their learning time with one all of their learning time with one person.person.

No student should attend school and No student should attend school and interact with only one person.interact with only one person.

If a student does not function without If a student does not function without an assistant constantly by his side, it an assistant constantly by his side, it is imperative that the assistant create is imperative that the assistant create a plan to “wean” that student a plan to “wean” that student immediately. To do this, the assistant immediately. To do this, the assistant will need to find ways to gradually will need to find ways to gradually move away from the student without move away from the student without causing added stress to the students.causing added stress to the students.

Don’t respond immediately to every Don’t respond immediately to every request that a student makes, let there request that a student makes, let there be a 10 second delay on some requests. be a 10 second delay on some requests. You may need to raise your hand to show You may need to raise your hand to show him that you are coming or teach him him that you are coming or teach him to…”wait until I am finished” or “I’ll to…”wait until I am finished” or “I’ll be right with you”. You will need to be right with you”. You will need to teach him how to “wait.”teach him how to “wait.”

While standing close to the student, While standing close to the student, talk to others and offer support to talk to others and offer support to others; expect the student to “share” others; expect the student to “share” you.you.

Work at a site within view of the Work at a site within view of the student but not next to the student.student but not next to the student.

Case in PointCase in PointWorking to IncludeWorking to Include

Marcia was in grade six and she was having Marcia was in grade six and she was having difficulty getting along with her peers.difficulty getting along with her peers.

In the past, Marcia had a few girls she In the past, Marcia had a few girls she played with; this year the girls were “too played with; this year the girls were “too cool” to play. Rather than be left out, cool” to play. Rather than be left out, Marcia began to bug others in the lunch Marcia began to bug others in the lunch room and at recess, she took things from room and at recess, she took things from them and ran away laughing. She jumped on them and ran away laughing. She jumped on the boys and tried to wrestle with them. the boys and tried to wrestle with them. She was becoming a “pain” as her peers She was becoming a “pain” as her peers reported.reported.

Upon reviewing the situation, we Upon reviewing the situation, we agreed that the other students agreed that the other students were maturing and Marcia was still were maturing and Marcia was still wanting to “play” as a younger wanting to “play” as a younger child would. How could we help child would. How could we help them?them?

We came up with a plan that We came up with a plan that focused on creating opportunities focused on creating opportunities for Marcia to be with her peers in for Marcia to be with her peers in an appropriate way.an appropriate way.

1. Rather than look at the teacher’s 1. Rather than look at the teacher’s magazines during free reading time, Marcia magazines during free reading time, Marcia was to bring some magazines of interest to was to bring some magazines of interest to teens (Teen People, YM, etc.) She would teens (Teen People, YM, etc.) She would then have something she could share with then have something she could share with her peers.her peers.

2. Marcia was to bring some hemp and beads 2. Marcia was to bring some hemp and beads in her backpack and her assistant was to in her backpack and her assistant was to learn how to bead (over the weekend). learn how to bead (over the weekend). Marcia and her assistant would sit down at Marcia and her assistant would sit down at lunch and start a beading project, lunch and start a beading project, hopefully some girls would join them.hopefully some girls would join them.

They did and the assistant left Marcia with They did and the assistant left Marcia with her friends creating a variety of hemp her friends creating a variety of hemp jewelry.jewelry.

Paraprofessional’s Paraprofessional’s GoalsGoals

Lifelong learnerLifelong learner Effective service to studentsEffective service to students Collaborative team memberCollaborative team member Empowered (internally and Empowered (internally and externally) contributorexternally) contributor

Supporter of inclusionSupporter of inclusion

Paraeducators Do Make a Paraeducators Do Make a DifferenceDifference

A Parent’s VoiceA Parent’s VoiceIn my personal experience, In my personal experience, paraeducators have always made a paraeducators have always made a difference in my daughter’s life.difference in my daughter’s life.

Lindsey, who has Down syndrome, started Lindsey, who has Down syndrome, started junior kindergarten at the young age junior kindergarten at the young age of 4. I was totally overwhelmed with of 4. I was totally overwhelmed with the idea of my baby girl away from the idea of my baby girl away from mom. Elizabeth Mora was assigned to mom. Elizabeth Mora was assigned to be Lindsey’s “educational assistant” be Lindsey’s “educational assistant” or “paraeducator”. She was with or “paraeducator”. She was with Lindsey from kindergarten until grade Lindsey from kindergarten until grade 6. 6.

To say this lady made a difference in To say this lady made a difference in my daughter’s life is an my daughter’s life is an understatement. This paraeducator was understatement. This paraeducator was compassionate, caring, patient, compassionate, caring, patient, loving and very much the advocate for loving and very much the advocate for Lindsey. Yet she was firm and did Lindsey. Yet she was firm and did chastise when the need arose. They chastise when the need arose. They understood each other.understood each other.

So many new things were learned with So many new things were learned with the help of Elizabeth. Lindsey the help of Elizabeth. Lindsey learned how to drink from a cup, how learned how to drink from a cup, how to use a straw, eat donuts and drink to use a straw, eat donuts and drink hot chocolate like the other hot chocolate like the other children.children.

When Lindsey started school, she When Lindsey started school, she was well on her way to read. was well on her way to read. She loved books. Elizabeth She loved books. Elizabeth continued the reading, taught continued the reading, taught manners and helped Lindsey with manners and helped Lindsey with peer-interaction. Our little peer-interaction. Our little girl became very sociable at girl became very sociable at school with most of the other school with most of the other students. Thank you Elizabeth!students. Thank you Elizabeth!

I remember one day the girls were I remember one day the girls were skipping in the yard. Lindsey was skipping in the yard. Lindsey was learning to skip at home but had learning to skip at home but had not mastered the sport yet. The not mastered the sport yet. The girls refused to let Lindsey girls refused to let Lindsey participate because “she can’t skip participate because “she can’t skip like us.” Elizabeth turned to the like us.” Elizabeth turned to the girls and asked if they had always girls and asked if they had always skipped this well or had they also skipped this well or had they also learned. From that day forward learned. From that day forward Lindsey became the “skipping queen” Lindsey became the “skipping queen” in the yard. Thank you Elizabeth!in the yard. Thank you Elizabeth!

Another time it was house league Another time it was house league soccer sign-up. All the soccer sign-up. All the children in the primary grades children in the primary grades were put on teams with a teacher were put on teams with a teacher as coach. Lindsey’s name was as coach. Lindsey’s name was absent from the list. Elizabeth absent from the list. Elizabeth approached the coordinator and approached the coordinator and commented “Lindsey’s name has commented “Lindsey’s name has been forgotten. What team been forgotten. What team should she be on? Way to go should she be on? Way to go Elizabeth!Elizabeth!

Kudos to this wonderful lady who Kudos to this wonderful lady who never stopped advocating for our never stopped advocating for our daughter Lindsey. Paraeducators daughter Lindsey. Paraeducators in my opinion are wonderful in my opinion are wonderful dedicated people who are dedicated people who are essential in facilitating our essential in facilitating our children to become the best that children to become the best that they can be. they can be.

Grateful Mom,Grateful Mom,

Michelle MolloyMichelle Molloy

A Paraprofessional’s A Paraprofessional’s ReflectionReflection

Open, honest and direct Open, honest and direct communication is a very important communication is a very important part of developing a healthy part of developing a healthy education team. education team.

Requires that your team actually Requires that your team actually finds time to meet. finds time to meet.

Use a formal agenda in order to Use a formal agenda in order to stay focused on our tasks. stay focused on our tasks.

Discuss: Discuss: Training/concerns/curriculum Training/concerns/curriculum planningplanning

Paraeducators Moving Paraeducators Moving ForwardForward

Respect and communication.Respect and communication. That’s what That’s what teachers and paraprofessionals say makes teachers and paraprofessionals say makes an effective classroom team.an effective classroom team.

Paraeducators are better able to use Paraeducators are better able to use research-based techniques when the research-based techniques when the teachers are also using them.teachers are also using them.

Paraeducators do a better job of assisting Paraeducators do a better job of assisting students individually when the special students individually when the special education teacher and classroom teacher education teacher and classroom teacher communicate about what kinds of assistance communicate about what kinds of assistance the child needs, what kinds of the child needs, what kinds of modifications, how the paraeducator can modifications, how the paraeducator can help other students etc.help other students etc.

ResourcesResources

Town Hall Sharing Town Hall Sharing SessionSession

Questions?Questions?

paraprofessional’s path to bridging the gaps in the inclusive classroom presenter: dr. ashleigh...

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