1. Gen Ed Expectations vs. Spec Ed Expectations

2. This is Johnny. He was born a happy, healthy bouncing boy.

3. He was always ready to conquer the world. Nothing could stop him
He was always ready to conquer the world. Nothing could stop him. He couldn’t wait until school started. He was ready to go. He and his best friend Sally started Kindergarten together.

4. As the year progressed Johnny’s excitement started to change
As the year progressed Johnny’s excitement started to change. Things weren’t as he expected.

5. He struggled with learning his alphabet and the sounds that he was supposed to make for certain letters.

6. He also had trouble writing his letters correctly.

7. He was told many things by his teacher that made him feel disappointed in himself.
Note: The teacher didn’t mean any harm, Johnny just couldn’t get things as easily as the other children did.

8. Kindergarten passed and Johnny started 1st grade
Kindergarten passed and Johnny started 1st grade. He wasn’t as excited this year about starting school. After all his friend Sally knew her alphabet and knew all the sounds for the letters in the alphabet. She could even read some words.

9. Not only could Sally write all of her letters correctly, she could write them very neatly and could even spell some words.

10. As Johnny’s year progressed, his teacher began noticing some problems
As Johnny’s year progressed, his teacher began noticing some problems. She began keeping documentation of Johnny’s work, test scores and other information. She later referred him to the Student Improvement Team (SIT) for testing.

11. The team agreed to test Johnny for a deficit in reading after looking at Johnny’s work, test scores, and other documentation.

12. Testing indicated that Johnny had a learning disability in reading
Testing indicated that Johnny had a learning disability in reading. An IEP was written to assist Johnny with his disability. He would receive services in the Resource Room and support in the general education classroom.

13. As a Special Education Para, you are Johnny’s support in and out of the classroom.
You are a member of a team and work under the supervision of a professional staff who are ultimately responsible for the design, implementation, and evaluation of instructional programs.

14. Let’s look at some of the differences between what you will be doing to assist Johnny and other students that have an IEP verses what the general education aides/paras are expected to do.
Legal Documents
Multiple Bosses / Chain of Command
More Direct Support
Scheduled Time

15. Laws, Documents and Vocabulary
ADA – Americans with Disabilities Act
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Plan
LRE- Least Restrictive Environment
Testing terms
We are bound by law to follow these.

16. Multiple Bosses Tri-County Special Education Teacher Coordinator
Director
Assistant Director
School District
General Education Teacher(s)
Principal
Assistant Principal
You have a chain of command and need to follow it.
However, communication is the KEY for success in this area.

17. More Direct Support for Students
One-on-one with a student
Small group assistance in gen ed classroom or resource room
Certified staff’s responsibility to deliver initial instruction, but you supplement it
Data Collection / Observations
Functional Classroom Support
Language differences (IEP, inclusion, modifications, etc.)
Implement individualized modifications and accommodations for special education students
Communication in these areas are very important to both the special education teacher and the general education teacher. The information you gather and provide to them helps to drive students’ plans to meet students’ needs.

18. REMEMBER - Many times you are their voice!

19. Let’s get back to Johnny!
Through the implementation of Johnny’s IEP, he starts receiving:
Resource Room time with the Special Education teacher working on the skills that he needs to be successful in reading.
Support by YOU in the general education classroom with
Modifications
Accommodations
Reinforcements
One on one or small group help
Review of subject material
Encouragement

20. Scheduled Time Special Education Teacher schedules your time
Based on students’ IEPs
By law, IEP time has to be met