Presentation on theme: "Individual Learning Differences Special Education Paraeducator Credential of Competency Standard # 3."— Presentation transcript:
Individual Learning Differences Special Education Paraeducator Credential of Competency Standard # 3
Local Policy Your local district’s policies regarding Paraeducator job descriptions, duties, and responsibilities prove the final word!
Agenda Identify the Learner Outcomes and purpose of training Define our own Culture and beliefs Describe basic cultural factors influencing families that may assist or impede active involvement
Agenda Explore Individual Learning Differences Discuss Communication Styles Recognize Indicators of Abuse or Neglect
Learner Outcomes Participants will be able to: define your own culture and beliefs. discuss culture appreciation. examine how values and beliefs influence interactions with others. discuss communication styles and their effect on working with others.
Learner Outcomes Participants will be able to: describe basic cultural factors influencing families that may assist or impede active involvement. describe indicators of abuse or neglect. recognize indicators of abuse and neglect.
Culture and Beliefs Cross-Cultural Competence The ability to feel and act in a respectful, comfortable way with others who come from different backgrounds; be it different social backgrounds, linguistic backgrounds, or cultural backgrounds.
Culture and Beliefs Cross-Cultural Competence It is on-going because culture is dynamic, we meet different people everyday. The process of cross-cultural competence is a life-long voyage.
Culture and Beliefs Culture A way of perceiving, believing, evaluating, and behaving A framework that guides life’s practices A learned, shared, and always changing
Culture and Beliefs Culture A way of life of a group of people A shared world view including: –values and beliefs –roles and responsibilities –standard of behavior –preferences
Culture and Beliefs Culture Unique characteristics Specialized needs Implications for –academic –social –emotional
Culture and Beliefs Interaction of Multiple Cultures Culture of the Family Culture of the Program or School System Culture of the Disability
Culture and Beliefs Parents’ Perspective Respect Family Cultures Learn from diversity Parents/siblings educate classmates
Stereotypes Oversimplified perceptions, opinions, or beliefs regarding a person or group Belief that all people from a particular group are the same
Individual Learning Differences Stereotypes Activity What stereotypes do we have about children and adults who are blind or visually impaired? What stereotypes do we have about children and adults with disabilities? How do these stereotypes influence our expectations and instruction?
Individual Learning Differences Teaching to all Learning styles Motivational styles Strengths and challenges of each student
Individual Learning Differences Teaching to all Develop relationships with families Knowledge of individual students Understanding of various disabilities
Individual Learning Differences Teaching to all Intellectual Physical Sensory Communication/emotional
Individual Learning Differences Parent’s Perspective Please remember to keep the “I” for “Individual” in IEP Children are like snowflakes Each child learns differently Each learning disability affects each child differently
Child Abuse and Neglect Forms of Child Abuse Physical neglect Physical abuse Mental abuse Sexual abuse or exploitation
Physical Neglect Physical Characteristics Hungry or always tired. Frequent absences. Poor hygiene. Clothing is inappropriate for weather conditions. Behavioral Characteristics Lying or Stealing. Unresponsive. Doesn’t relate well to others. Alcohol or other drug abuse.
Physical Abuse Physical Indicators History of injuries Head trauma, fractures, abdominal trauma, burns Abnormal bruising Behavioral Indicators Self destructive Withdrawn and/or aggressive Wears clothing inappropriate to weather Wary of adult contact
Mental Abuse Physical Indicators Child may seem afraid of parents. Parents may blame child for all wrongdoing. Parents may give contradictory or evasive information. Child’s boundaries are violated. Behavioral Indicators Extremes in behavior May be inappropriately adult or infantile Child may display antisocial or neurotic traits
Sexual Abuse or Exploitation Physical Indicators Difficulty walking or sitting Bruises or bleeding in genital area Torn, stained, or bloody underclothing Venereal disease Behavioral Indicators Precocious sexual knowledge Verbal disclosure Inappropriate sexual behavior Extra layers of clothing
Wrap Up Participants will: Define own culture and beliefs Discuss culture appreciation Examine how values and beliefs influence interactions with others Discuss communication styles and their effect on working with others
Wrap Up Participants will: Describe basic cultural factors influencing families that may assist or impede active involvement Describe indicators of abuse or neglect. Recognize indicators of abuse and neglect
Wrap Up Participants will: Complete the Paraeducator Development Plan Complete Session Evaluation