1. Transparency #1 Assisting Students with Disabilities A Training Program for Paraeducators

2. Module 1, Transparency #1 Overview of this Training Module Module 1: Introduction to the Paraeducator Role Unit 1 –Roles & Responsibilities Unit 2 – Communication & Teamwork Skills Unit 3 – Legal & Ethical Issues

3. Module 1, Unit 1, Transparency #3 Module 1, Unit 1: Roles & Responsibilities Instructional Objectives: To understand how the paraeducator role developed To understand the importance of the team To describe the teamwork responsibilities of paras, teachers, & administrators To describe the distinctions in teacher & paraeducator instructional responsibilities

4. Module 1, Unit 1, Transparency #4 Unit Overview I. Introduction to the Paraeducator Role II. The Administrator- Teacher-Paraeducator Team III. Distinctions in teacher & paraeducator instructional responsibilities IV. Closing

5. Module 1, Unit 1, Transparency #5 Overview of the Paraeducator Role Paraeducators – playing an integral role & providing much-needed support, due to: 1) More participation of students with disabilities 2) Federal & state legislative mandates 3) Teacher shortages 4) Restructuring of the roles of teachers

6. Module 1, Unit 1, Transparency #6 Overview of the Paraeducator Role “Para” – “alongside” A paraeducator is a school employee who... provides instructional or other direct support services to students, and works under the supervision of a certified/licensed staff member who is responsible for educational programming & student progress

7. Module 1, Unit 1, Transparency #7 Overview of the Paraeducator Role Paraeducator Work Settings: Inclusive general and special education classes Early intervention & pre-school programs Libraries & computer labs Parent training programs Transition training, supported employment, & other vocational programs

8. Module 1, Unit 1, Transparency #8 Overview of the Paraeducator Role Impact of paraeducators on educational programs: More individualized instruction to students More monitoring & evaluation of students More positive role models in students’ environment More time for teachers to assess needs, consult, diagnose problems, & plan lessons

9. Module 1, Unit 1, Transparency #9 Overview of the Paraeducator Role Benefits of paraeducator involvement in education: Improved student learning More consistency in student services More positive student attitudes toward school & learning Improved student behavior in the classroom Improved parent-school- community relations

10. Module 1, Unit 1, Transparency #10 The Administrator- Teacher-Para Team Paraeducator knowledge & skills + supportive working environment = more satisfied & effective paraeducator, & improved learning for students Teamwork responsibilities Administrators Teachers Paraeducators

11. Module 1, Unit 1, Transparency #11 The Administrator- Teacher-Para Team Administrator Teamwork Responsibilities School- or district-wide support for paras Needs Assessments Provide job orientation, including written job description, introductions, & handbook on school policies Set & enforce “best practice” supervision policies Evaluate teachers’ supervision of paras

12. Module 1, Unit 1, Transparency #12 The Administrator- Teacher-Para Team Teacher Teamwork Responsibilities Classroom-level supervision of paraeducators Provide a more specific, personalized job orientation Assess para’s strengths & weaknesses Use effective teaching techniques with paras Conduct frequent, formal meetings with the para

13. Module 1, Unit 1, Transparency #13 The Administrator- Teacher-Para Team Paraeducator Teamwork Responsibilities Take an active role in determining your success Positive, cooperative attitude toward assigned tasks Seek training & supervision, as needed Request meetings with the supervising teacher Seek information about students & instructional process Provide information about student progress

14. Module 1, Unit 1, Transparency #14 Distinctions in Instructional Responsibilities Teachers’ responsibilities: (Primary responsibility for students’ education) Diagnose students’ education & support needs Prescribe the programs to meet those needs Develop goals & objectives Prepare lesson plans for whole class Modifying strategies & content for individual students

15. Module 1, Unit 1, Transparency #15 Distinctions in Instructional Responsibilities Teachers’ Responsibilities (cont.): Lead the implementation of instructional programs Evaluate program effectiveness & student performance Involve parents in their children’s education

16. Module 1, Unit 1, Transparency #16 Distinctions in Instructional Responsibilities Paraeducators’ Responsibilities: (Assist the teacher, as directed and with supervision) Instructional support tasks: Implement educational programs & lesson plans Help individual students with academic work Help in collecting & maintaining data about students’ performance Score objective tests, keep records Give info and/or attend IEP/IFSP meetings

17. Module 1, Unit 1, Transparency #17 Distinctions in Instructional Responsibilities Paraeducator Responsibilities (cont.): Behavior management support tasks Implement behavior management programs in the classroom Supervise students and enforce school policies for student behavior in non-academic settings (for example, playground, lunchroom)

18. Module 1, Unit 1, Transparency #18 Distinctions in Instructional Responsibilities Paraeducator Responsibilities (cont.): Clerical/technical support tasks Prepare/duplicate materials Set up & maintain adaptive equipment & learning centers Operate office or video equipment

19. Module 1, Unit 1, Transparency #19 Distinctions in Instructional Responsibilities Paraeducator Responsibilities (cont.): Provide personal/health assistance to students with disabilities Assist with personal/hygienic care Assist with special health care needs

20. Module 1, Unit 1, Transparency #20 Distinctions in Instructional Responsibilities Duties a paraeducator may NOT perform: Be solely responsible for … An entire classroom (for example, as a substitute teacher) An entire educational program Diagnosing student needs Developing lesson plans Assigning grades Grade subjective or essay tests Administer or score standardized tests

22. Assisting Students with Disabilities: A Training Program for Paraeducators Module 1, Unit 2: Communication & Teamwork Skills

23. Module 1, Unit 2, Transparency #2 Unit Two: Instructional Objectives Participants will: Understand the role of communication & teamwork skills Describe the skills taught in this unit Assess own skills Set personal goals & make progress toward improving skills

24. Module 1, Unit 2, Transparency #3 Unit Overview I. Introduction II. Interpersonal Skills III. Problem-Solving Skills IV. General Communication Skills V. Communication Skills for Paraeducators VI. Closing

25. Module 1, Unit 2, Transparency #4 Interpersonal Skills Knowledge & behavior that helps us relate well to others Examples: Making introductions Starting a conversation Expressing feelings clearly Making appropriate complaints Dealing with group pressure

26. Module 1, Unit 2, Transparency #5 Interpersonal Skills (cont.) Appreciating Diversity – openness toward people who are different from you People of different... Age, gender, ethnicity Ability level (for example, students with disabilities) Treat them as you treat others “Person First” language Value systems Learning styles

27. Module 1, Unit 2, Transparency #6 Problem-Solving Skills Systematic approach to resolving interpersonal conflicts 5-step process: 1) Describe the problem 2) Determine the causes of the problem 3) Decide on a goal & brainstorm solutions 4) Decide on a solution 5) Try it & see if it works

28. Module 1, Unit 2, Transparency #7 General Communication Skills Two main components: Clearly-stated messages about your thoughts & feelings Accurately received messages from others Three general categories of communication: Non-Assertive (Passive) Aggressive Positive/Assertive

29. Module 1, Unit 2, Transparency #8 General Communication Skills (cont.) “You Messages” Deny responsibility Give over control Elicit negative reactions Alternative: “I Messages” Three Parts to an “I Message” Feeling Situation Reason

30. Module 1, Unit 2, Transparency #9 General Communication Skills (cont.) Being receptive to others – “Active listening” Three suggestions: 1) Keep an open mind – Don’t let personal biases distort speaker’s message 2) Concentrate – ignore distractions & pay full attention 3) Become involved – Ask questions, summarize, & add information

31. Module 1, Unit 2, Transparency #10 Communication Skills for Paraeducators Specific communication issues for school staff Importance of communication & teamwork in education Valuable role played by paraeducators Accepting the teacher’s leadership

32. Module 1, Unit 2, Transparency #11 Communication Skills for Paraeducators (cont.) Teacher & para should learn about one another 1) Teaching style 2) Use of teaching materials 3) Supervisory style 4) Behavior management strategies Learn about the other members of your team Develop effective working relationships with your team members

33. Module 1, Unit 2, Transparency #12 Communication Skills for Paraeducators (cont.) Teachers & paras should try to build a good working relationship Meet regularly Discuss attitudes & feelings Understand your tasks Appreciate diversity Develop a shared vocabulary Develop non-verbal cues Work at having a positive climate

34. Module 1, Unit 2, Transparency #13 Communication Skills for Paraeducators (cont.) Problematic ways to communicate with students Ordering, commanding Warning, threatening Moralizing, preaching Advising Lecturing Judging, criticizing Name-calling Analyzing

35. Module 1, Unit 2, Transparency #14 Communication Skills for Paraeducators (cont.) Positive ways to communicate with students Active Listening Good Non-Verbals Posture Eye contact Facial expression Distance Distracting behaviors Voice quality Convey Acceptance

36. Module 1, Unit 2, Transparency #15 Communication Skills for Paraeducators (cont.) Talking with students about individual differences Don’t: Scold Ignore Deny/evade Do: Understand the question Correct any misinformation Give appropriate amount of concise, accurate information

37. Module 1, Unit 2, Transparency #16 Communication Skills for Paraeducators (cont.) Build effective relationships with students Teach them interpersonal, problem-solving, & communication skills by SHOWING (example) TELLING (describing/discussing) REINFORCING (noticing/rewarding them)

39. Assisting Students with Disabilities: A Training Program for Paraeducators Module 1, Unit 3: Legal & Ethical Issues

40. Module 1, Unit 3, Transparency #2 Unit Three: Instructional Objectives The paraeducator will: Understand the value of integration/inclusion Understand the main provisions of these laws: Section 504 IDEA ADA FERPA Understand basic procedures of special education Understand their ethical responsibilities

41. Module 1, Unit 3, Transparency #3 Unit Overview I. Introduction II. Integration/inclusion for people with disabilities III. Legal protections for people with disabilities IV. Ethical standard for paraeducators V. Closing

42. Module 1, Unit 3, Transparency #4 Integration of People with Disabilities Historically, people with disabilities were not valued or respected Segregated from society Widespread maltreatment It was believed that there were no cures & no effective ways to intervene with people with disabilities

43. Module 1, Unit 3, Transparency #5 Integration of People with Disabilities In the ’60s, the movement toward integration began Shock over deplorable conditions within institutions Parents wanting children raised in their homes, in communities The first community-based programs for people with disabilities were established

44. Module 1, Unit 3, Transparency #6 Integration of People with Disabilities Changing principles & values The “Developmental Assumption” – all people can learn & grow “Normalization” – people with disabilities benefit from an environment as close to “normal” as possible

45. Module 1, Unit 3, Transparency #7 Integration of People with Disabilities Non-disabled people benefit from living & working among people with disabilities Development of meaningful relationships with them Realization that they are “people first” Decreased harmful societal stereotypes

46. Module 1, Unit 3, Transparency #8 Legal Protections Section 504 of the Rehabilitation Act of 1973 Comparable educational services for students with disabilities Applies to a broad range of disabilities Services, devices, & adjustments must be provided so student can benefit from instruction

47. Module 1, Unit 3, Transparency #9 Legal Protections Individuals with Disabilities Education Act (IDEA) Requires a free, appropriate public education for ALL students Schools must identify students who need services Services are decided by a team, and documented within an IEP Parents are involved & have “due process” rights Services are provided within the “least restrictive environment”

48. Module 1, Unit 3, Transparency #10 Legal Protections Americans with Disabilities Act (ADA) Intended to increase access to a broad range of settings (education, employment, transportation, etc.) Describes alterations/ accommodations that must be made, in order to ensure that people with disabilities can be fully integrated into American life

49. Module 1, Unit 3, Transparency #11 Legal Protections Family Educational Rights and Privacy Act (FERPA) Access to records is limited to people with a vested, educational interest in a student Written parental consent is required for disclosure Parents have the right to review school records & to request a hearing to challenge any information contained in the records

50. Module 1, Unit 3, Transparency #12 Legal Protections Special Education Procedures Paraeducators often involved in implementing teacher- developed assessment & intervention plans for students in special education There is a structured process for referral, evaluation, & placement (see Handout)

51. Module 1, Unit 3, Transparency #13 Ethical Standards Ethical behavior is behavior that shows a high regard for the rights of others Some important ethical principles for paraeducators: Maintaining a respectful demeanor (staying calm, professional, using appropriate language)

52. Module 1, Unit 3, Transparency #14 Ethical Standards Important paraeducator ethical principles (cont.): Confidentiality (keep information private, especially from friends, family, & other students) Contributing to positive school- community relations (be a positive representative of the school & community, and be a conscientious worker)