transparency #1 assisting students with disabilities a training program for paraeducators

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


Unit Overview

I. Introduction to the Paraeducator Role

II. The Administrator-Teacher-Paraeducator Team

III. Distinctions in teacher & paraeducator instructional responsibilities

IV. Closing


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



“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



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


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



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


The Administrator-Teacher-Para Team

Paraeducator knowledge & skills + supportive working environment = more satisfied & effective paraeducator, & improved learning for students

Teamwork responsibilities Administrators Teachers Paraeducators



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



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



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


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



Teachers’ Responsibilities (cont.):

Lead the implementation of instructional programs

Evaluate program effectiveness & student performance

Involve parents in their children’s education



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



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)



Paraeducator Responsibilities (cont.):

Clerical/technical support tasks

Prepare/duplicate materials Set up & maintain adaptive

equipment & learning centers

Operate office or video equipment



Paraeducator Responsibilities (cont.):

Provide personal/health assistance to students with disabilities

Assist with personal/hygienic care

Assist with special health care needs



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:


Module 1, Unit 2:Communication

& Teamwork Skills


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


Unit Overview

I. IntroductionII. Interpersonal SkillsIII. Problem-Solving SkillsIV. General

Communication SkillsV. Communication Skills

for ParaeducatorsVI. Closing


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


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


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


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


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


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


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


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



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



Problematic ways to communicate with students Ordering, commanding Warning, threatening Moralizing, preaching Advising Lecturing Judging, criticizing Name-calling Analyzing



Positive ways to communicate with students Active Listening Good Non-Verbals

Posture Eye contact Facial expression Distance Distracting behaviors Voice quality

Convey Acceptance



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



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:


Module 1, Unit 3:

Legal & Ethical Issues


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


Unit Overview

I. IntroductionII. Integration/inclusion

for people with disabilities

III. Legal protections for people with disabilities

IV. Ethical standard for paraeducators

V. Closing


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



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



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



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


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


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”


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


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


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)


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)


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)

transparency #1 assisting students with disabilities a training program for paraeducators

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