Presentation on theme: "The Para-Educator in the Regular Education Classroom"— Presentation transcript:
1The Para-Educator in the Regular Education Classroom Pros, Cons and What to Do About Them
2MYTHS ABOUT PARA-EDUCATORS Para-educators will see that all the needs of the special ed students are metThe Para is fully trainedThe Para receives all instruction from the special ed teacherParas only work with special needs studentsThere are no restrictions on the use of paras as long as what they are being asked to do is in the interest of the studentParas always know what to do
3ROLES AND RESPONSIBILITIES FOR THE TEACHER(BOTH REGULAR AND SPECIAL ED) AND THE PARA-EDUCATOR
4INSTRUCTION PARA-EDUCATOR TEACHER Plan all instruction including small group activitiesProvide instruction in whole class settingsWork with small groups of students on specific tasks, including review or re-teaching of contentWork with one student at a time to provide intensive instruction or remediation on a concept or skill
5CURRICULUM AND LESSON PLAN DEVELOPMENT TEACHERPARA-EDUCATORDevelop all lesson plans and instructional materialsEnsure alignment with standards, student needs and IEPsProvide assistance in the development of classroom activities, retrieval of materials, and coordination of activities
6CLASSROOM MANAGEMENT TEACHER PARA-EDUCATOR Develop and guide class-wide management plans for behavior and classroom structuresDevelop and monitor individual behavior management plansAssist with the implementation of class-wide and individual behavior management plansMonitor hallways, study halls and other activities outside of normal class
7ACCOMMODATIONS AND MODIFICATIONS TEACHERPARA-EDUCATORDetermine (with IEP team) proper accommodations for students with disabilitiesIncorporate accommodations into all lesson plansDevelop modified materialsGuided by teacher and IEP, provide appropriate accommodations to material (enlarge print, taking notes, reading material aloud)
8ASSESSMENT TEACHER PARA-EDUCATOR Determine, create and administer appropriate formal and informal assessmentsDetermine modifications and accommodations to be used for formal assessmentsUse assessment results to inform future planning and curriculum developmentAssist in the administration of assessmentsImplement accommodations for assessmentCollect anecdotal student information on a regular basis
23Assisting with physical needs of students: lifting, rotating, personal hygiene, feeding
24Documenting behaviors, keeping daily logs that can be shared with parents, case managers, or related service providers (OT, PT, Speech/Language)
25Inadvertent Detrimental Effects of Excessive or Unnecessary Paraprofessional Proximity Category of Effect and Description
26Interference with Peer Interactions: Paraprofessional can create physical or symbolic barriers that interfere with interactions between a student with disabilities and classmates.
27Unnecessary Dependence: Student with a disability is hesitant to participate without paraprofessional direction, prompting, or cueing.
28Insular Relationships: Student with a disability and paraprofessional do most everything together, to the exclusion of others (i.e., teachers and peers).
29Feeling Stigmatized:Student with a disability expresses embarrassment/discomfort about having a paraprofessional; makes him or her stand out in negative ways.
30Limited Access to Competent Instruction: Paraprofessionals are not necessarily skilled in providing competent instruction; some do the work for the students they support
31Separation from Classmates: Student with a disability and paraprofessional are seated together in the back or side of the room, physically separated from the class.
32Interference with Teacher Engagement: Teachers tend to be less involved when a student with a disability has a paraprofessional because individual attention is already available.
33Loss of Personal Control: Paraprofessionals do so much for the students with disabilities that they do not exercise choices that are typical for other students.
34May Provoke Problem Behaviors: Some students with disabilities express their dislike of paraprofessional support by displaying inappropriate behaviors.
35THE BOTTOM LINEThe 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.