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The Para-Educator in the Regular Education Classroom Pros, Cons and What to Do About Them.

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Presentation on theme: "The Para-Educator in the Regular Education Classroom Pros, Cons and What to Do About Them."— Presentation transcript:

1 The Para-Educator in the Regular Education Classroom Pros, Cons and What to Do About Them

2 MYTHS ABOUT PARA-EDUCATORS Para-educators will see that all the needs of the special ed students are met The Para is fully trained The Para receives all instruction from the special ed teacher Paras only work with special needs students There are no restrictions on the use of paras as long as what they are being asked to do is in the interest of the student Paras always know what to do

3 ROLES AND RESPONSIBILITIES FOR THE TEACHER(BOTH REGULAR AND SPECIAL ED) AND THE PARA- EDUCATOR

4 INSTRUCTION TEACHER Plan all instruction including small group activities Provide instruction in whole class settings PARA-EDUCATOR Work with small groups of students on specific tasks, including review or re- teaching of content Work with one student at a time to provide intensive instruction or remediation on a concept or skill

5 CURRICULUM AND LESSON PLAN DEVELOPMENT TEACHER Develop all lesson plans and instructional materials Ensure alignment with standards, student needs and IEPs PARA-EDUCATOR Provide assistance in the development of classroom activities, retrieval of materials, and coordination of activities

6 CLASSROOM MANAGEMENT TEACHER Develop and guide class- wide management plans for behavior and classroom structures Develop and monitor individual behavior management plans PARA-EDUCATOR Assist with the implementation of class- wide and individual behavior management plans Monitor hallways, study halls and other activities outside of normal class

7 ACCOMMODATIONS AND MODIFICATIONS TEACHER Determine (with IEP team) proper accommodations for students with disabilities Incorporate accommodations into all lesson plans Develop modified materials PARA-EDUCATOR Guided by teacher and IEP, provide appropriate accommodations to material (enlarge print, taking notes, reading material aloud)

8 ASSESSMENT TEACHER Determine, create and administer appropriate formal and informal assessments Determine modifications and accommodations to be used for formal assessments Use assessment results to inform future planning and curriculum development PARA-EDUCATOR Assist in the administration of assessments Implement accommodations for assessment Collect anecdotal student information on a regular basis

9 DON’T LET THIS HAPPEN IN YOUR CLASSROOM!!!

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12 WAYS A PARA-EDUCATOR CAN HELP IN THE CLASSROOM!

13 Creating individualized learning materials and modifying existing curriculum materials

14 Providing remedial instruction and reinforcement of skills

15 Administering tests individually

16 Monitoring and providing assistance to students during seat work activities

17 Reading aloud, reading with small groups of students or providing support during independent reading

18 Assisting students with written activities

19 Assisting students with organizational skills

20 Checking for work completion, homework or the writing down of homework assignments

21 Playing educational games

22 Assisting with behavior modification strategies

23 Assisting with physical needs of students: lifting, rotating, personal hygiene, feeding

24 Documenting behaviors, keeping daily logs that can be shared with parents, case managers, or related service providers (OT, PT, Speech/Language)

25 Inadvertent Detrimental Effects of Excessive or Unnecessary Paraprofessional Proximity Category of Effect and Description

26 Interference with Peer Interactions: Paraprofessional can create physical or symbolic barriers that interfere with interactions between a student with disabilities and classmates.

27 Unnecessary Dependence: Student with a disability is hesitant to participate without paraprofessional direction, prompting, or cueing.

28 Insular Relationships: Student with a disability and paraprofessional do most everything together, to the exclusion of others (i.e., teachers and peers).

29 Feeling Stigmatized: Student with a disability expresses embarrassment/discomfort about having a paraprofessional; makes him or her stand out in negative ways.

30 Limited Access to Competent Instruction: Paraprofessionals are not necessarily skilled in providing competent instruction; some do the work for the students they support

31 Separation from Classmates: Student with a disability and paraprofessional are seated together in the back or side of the room, physically separated from the class.

32 Interference with Teacher Engagement: Teachers tend to be less involved when a student with a disability has a paraprofessional because individual attention is already available.

33 Loss of Personal Control: Paraprofessionals do so much for the students with disabilities that they do not exercise choices that are typical for other students.

34 May Provoke Problem Behaviors: Some students with disabilities express their dislike of paraprofessional support by displaying inappropriate behaviors.

35 THE BOTTOM LINE The bottom line is that communication between the regular classroom teacher and the para- educator assigned to that classroom is key. Do not assume that the para knows what to do and how to do it. They are looking to you and to the special ed case manager to let them know what to do and how well they are doing it. A clear understanding of roles will help you, the para and the entire class.


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