Students with IEPs and the One-to-One Aide

Office of Special ProgramsWest Virginia Department of EducationProfessional Development Workshop

February 2013

Today’s Reality Increasing numbers of students with high-intensity needs

(i.e., students with autism spectrum disorders, emotional/behavioral disorders, and multiple disabilities)

Increasing responsibilities of general education teachers with little or no support in the general education environment

Districts hiring aides in lieu of professional staff Limited resources available to serve students in general

education classrooms Lack of availability of the continuum of service delivery

options Parent requests for 1:1 aides

Who Needs What? Some students need individual assistance for all or

part of the day for academic, behavioral, social-emotional or physical support

General education teachers need support and assistance to implement specially designed instruction for some students

Parents need to be assured their children are safe in the school environment and are making progress toward IEP goals and objectives

All students need to become independent learners

However . . .

for some students, individual support is critical for their educational progress!

Entitlements to Students with Disabilities

Each student’s IEP must describe the special education and related services, supplementary aids and services, and program modifications or supports for school personnel that will be provided to or on behalf of the student to enable the student to:– advance appropriately toward attaining the annual goals;– be involved in and make progress in the general education curriculum;– have an equitable opportunity to participate in extracurricular and

other nonacademic activities; and– be educated and participate with other students with and without

disabilities in the least restrictive environment (LRE).

Legal Requirements Students with IEPs are entitled to all services that are required for access to

the general education curriculum and to receive educational benefit IEP Teams must consider current data and document the student’s relevant

academic, behavioral, developmental, or functional needs in the present levels of performance

IEP Teams must consider the supplementary aids, services and supports required to meet the student’s identified needs prior to removing a student from the general education environment

The district must determine and provide the staff required to implement the services designated on the IEP

Aides should never be assigned to students based on a particular category of exceptionality

Benefits of One-to-One Support Personnel

May assist in the provision of special education and related services under the supervision of a qualified teacher or a related service provider

May provide supervision for small group instruction May implement positive behavior interventions,

supports and strategies May facilitate social interaction between peers with

and without disabilities

Effects on Student IndependenceAides maintain too close proximity with student

• physical contact• sitting immediately next to student• accompanying students everywhere

Such proximity of aides can be detrimental• students learns to rely on the aide• minimizes the frequency and types of peer

interactions• decreases student’s opportunity to become an

independent learner Giangreco, Edelman, Luiselli, & McFarland, 1997; Marks, Shrader & Levine, 1999

Effects on the Teacher’s Role

Experienced, skilled teachers defer important curricular, instructional and management decisions to the aide

Curriculum modification and adaptation may be left up to the aide

The aide may be viewed as the “expert” in understanding the student’s needs

Responsibility for the student’s educational progress transfers to the aide

Marks, Shrader, & Levine, 1999; Giangreco, Broer, & Edelman, 2001

Effects on Students’ Social/Emotional Development

Aides may separate the student from his/her classmates

Hovering aides interfere with natural peer supports Aide’s interaction with the student may interfere

with the general education students’ attention and concentration

Students may feel a loss of privacy

Giangreco, Edelman, Luiselli, & McFarland, 1999

Effects on Student Academic Performance

Aides may do too much for the student Aides are often unfamiliar with student’s IEP Aides perceive their jobs as helping the student to not

be a “problem” for the teacher Aides may have little or no planning time with the

teacher Aides often lack the training and expertise to make the

necessary curricular modifications or provide the specially designed instruction

Aides may lack skills required to fade promptsMarks, Shrader, & Levine, 1999

Effects on the Parent/Teacher Relationship

Parent may approach the aide for ongoing information Parent may rely on the aide to make educational

suggestions and decisions Teacher may rely on the aide to communicate with the

parent, sometimes in writing or by phone Aide may view his/her job as dependent on parent support Parent may communicate with the aide rather than the

teacherGiangreco, Edelman, Luiselli, & McFarland, 1997; Marks, Shrader & Levine, 1999

Responsibilities of the IEP Team

Convene an IEP Team to consider a parent’s request for a 1:1 Aide

Review student’s current IEP and behavior intervention plan (BIP) Ensure the implementation of the instructional/behavioral

strategies with fidelity prior to considering if additional assistance is needed

Focus on the needs of the student to develop independence First consider supplementary aids and supports in the general

education environment Provide prior written notice (PWN) of the team’s final decisions

Responsibilities of the District Design and implement a consistent process or set of

procedures to determine student need for one-to-one assistance and support

Utilize current data related to progress toward goals and BIP to make decisions

Secure parent permission and conduct additional evaluations, including observations and interviews, if needed

Review existing services and supports, student’s successes and difficulties & skills needed to increase independence.

Consider alternatives to 1:1 aide support (e.g., peers, other personnel within the building, changes to student or teacher schedule, etc.)

Provide appropriate training, support and supervision

Plan to Fade One-on-One Support

Set student goals toward independence Train all staff on consistent implementation of student’s

IEP and data collection Prioritize data collection and consistently review student

progress Train and involve peers to provide natural supports Start fading assistance as soon as independence

increases Communicate frequently with parents

Documenting the Service on the IEPSection A: Supplementary Aids, Services/Program Modifications

Location of Services

Extent/Frequency

Initiation Date

Duration

Direct Adult Supervision(Medicaid Eligible)

All school environments

Daily October 26, 2012

October 2013

Continuous One to One Supervision(Medicaid Eligible)

All school environments

Daily October 26, 2012

October 2013

Adult Supervision(Non-Medicaid)

Cafeteria, recess, transition to classes

Daily for behavioral support

October 26, 2012

October 2013

Success will occur when the student can function independently~

Contact Information

West Virginia Department of EducationOffice of Special Programs

304.558.2696

Lorraine Ciambotti Elswicklciambot@access.k12.wv.us