1. 1:1 Aides
1/29/2016

2. Who Needs What?
Some students need individual assistance for all or part of the day for academic or behavior support
Teachers need paraprofessional support to implement individualized instruction for some students
Parents need the school to ensure that their children are making progress
Students need to become independent learners

3. Entitlements for Students with Disabilities
Special Education and Related Services
Based on the individual student’s unique needs and described in his IEP
Provision of FAPE in the LRE

4. Special Education 34 CFR Section 300.39
(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction--
(i) To address the unique needs of the child that result from the child's disability; and
(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

5. Related Services 34 CFR Section 300.34
Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes:

6. Related Services (cont’d)
Speech-language pathology and audiology services
Interpreting services
Psychological services
Physical and occupational therapy
Recreation, including therapeutic recreation
Early identification and assessment of disabilities in children
Counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes
School health services and school nurse services
Social work services in schools
Parent counseling and training

7. Bottom Line
Students with disabilities are entitled to all services that are required for access to the general curriculum and to receive educational benefit
1:1 aide is not special education or a related service; it is a staffing option

8. Extra Paraprofessional Support is NOT FAPE or LRE

9. Benefits of Paraprofessional Support
May assist in the provision of special education and related services under the supervision of a qualified teacher or related service provider
May provide instruction for small group instruction
May implement positive behavior support interventions
May facilitate social interaction between peers with and without disabilities

10. Research Supported?
The expanded utilization of paraprofessionals in instructional roles is NOT based on data that suggest students with disabilities do as well or better educationally with paraprofessionals than they do with special educators or general education teachers.

11. Research Supported?
“Nowhere does the literature present a strong conceptual or theoretical rationale that explains the practice of assigning the least qualified staff member (aides) to make critical decisions and provide primary instruction for students with the most complex needs.”

12. Research indicates:
Assistants maintain too close proximity with students
physical contact
sitting immediately next to student
accompanying student everywhere
Such proximity can be detrimental to the student
students learn to rely on assistance
peers avoid students

13. 1:1 Assistants
Individual 1:1 help can have far reaching effects on the following:
Classroom teacher's ability to assume ownership for the student
The frequency and types of peer interaction
The student’s ability to become and independent learner
Interfere with natural supports (peers)
Loss of privacy
Isolation

14. Teacher’s Role Becomes Clouded
Experienced, skilled teachers defer important curricular, instruction and management decisions about a student to the paraprofessional
Curriculum modification and adaptation may be left up to the paraprofessional
Extra paraprofessionals may be viewed as the “expert” in understanding the student’s needs

15. U.S. District Court 2007
If IEP does not teach student skills to become independent, may be denial of FAPE
Student’s inability to function hampered by assisting 1:1 aide
Aide’s constant presence fostered learned helplessness, which prevents student from learning to function on their own

16. Change the Conversation
Focus on the needs of the student to develop independence
Implement instructional/behavioral strategies prior to considering additional assistance
Develop a system for addressing a request for 1:1 assistance (not a 1:1 Assistant)

17. Independence Plan Current supports Schedule for assistance Goals
Fade assistance as soon as independence increases