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In the 195Os, schools were faced with a postwar shortage of teachers resulting in an examination of alternative ways to provide educational services to children. The value of paraprofessionals was first recognized in the Bay City, Michigan School District. There, paraprofessionals were hired to perform some routine administrative tasks and housekeeping duties. The intent was to allow teachers to have more time to spend on direct instruction.
1.
Background of Paraprofessionals
In the 195Os, schools were faced with a postwar
shortage of teachers resulting in an examination of
alternative ways to provide educational services to
children. The value of paraprofessionals was first
recognized in the Bay City, Michigan School District.
There, paraprofessionals were hired to perform some
routine administrative tasks and house keeping duties.
The intent was to allow teachers to have more time to
spend on direct instruction.
2.
During the 1960s and 1970s, education realized how
effective paraprofessionals could be in not only the
classroom, but in serving as a liaison between the school
and the community, as well. Quite often,
paraprofessionals lived near the school and were
valuable community members. Paraprofessionals
worked with small groups of students to reinforce or
review the concepts presented by the classroom teacher.
In addition, paraprofessionals assisted by organizing
instructional material, supervising during lunch and
recess periods, and any other administrative tasks
deemed appropriate.
3.
With passage of the Education for All Handicapped
Children’s Act (P.L. 94-142) in 1975, the importance of
the paraprofessional in providing individualized
instruction to students with disabilities was recognized.
In the late 1980s to the early 1990s, the role of the
paraprofessional has changed significantly in providing
appropriate services to meet the needs of children ages
birth to five years and their families. This was brought
about by the passage of Public Law 99-457, which
extended special education downward to age three. It
also provided for the development of services for
children birth to three.
4.
The roles and responsibilities of paraprofessionals
continue to change as educators redefine instructional
practices and services provided to all students including
those with disabilities and their families.
Paraprofessionals are becoming an integral part of
every school building working with students, teachers,
administrators, and the community. The setting of
delivery of services will depend on the age and needs
of the child.
5.
Roles & Responsibilities
of the Principal
Providing instructional leadership
Allocating resources/budget
Encouraging collaboration among staff
Identifying areas for school
improvement
Helping to establish school-wide goals
Collaborating with parents
Public relations
Managing student behavior
Other administrative tasks
6.
Roles & Responsibilities
of the Teacher
Organize the classroom setting
Writing lesson plans
Assessing students
Providing instruction
Collaborating with other staff in
reference to curriculum development
and implementation
Interacting with parents
Other administrative tasks
7.
Paraprofessionals
Paraprofessionals are members of a team providing
education and related services to students and their
families. Paraprofessionals work under the supervision
of certified staff who are ultimately responsible for the
design, implementation, and evaluation of instructional
8.
Paraprofessionals provide
services in the following
programmatic areas:
Educational programs
Physical Therapy
Occupational Therapy
Speech Therapy
Early intervention and preschool programs
9.
And paraprofessionals
provide services in…
Social work/case management
Parent training/child find programs
Transition & vocational training programs
Libraries
Health services
Computer laboratories
10.
Paraprofessional Daily Duties
We have discussed and listed roles and
responsibilities of principals and teachers. It is now
time to examine the tasks that paraprofessionals
perform as part of their daily duties.
11.
Paraprofessional Daily Duties:
assisting in the determination of student
progress through assessment and data collection
collaborating with other instructional team
members participating in IEP meetings
implementing curricular modifications
remediating academics and social behavior
12.
It appears that some of the
tasks performed by teachers
and paraprofessionals overlap.
13.
The Paraprofessional
May May not
•Be left alone in the •Be used as a substitute for
classroom for short periods certified teacher unless
of time when the supervising district is met.
teacher is away. The
supervising teacher remains
responsible for the classroom
at all times and must remain
14.
The Paraprofessional
May May not
•Be left alone in the
•Be used as a substitute for
classroom for short periods
certified teacher unless
of time when the supervising
district is met.
teacher is away. The
supervising teacher remains
responsible for the classroom
at all times and must remain
15.
The Paraprofessional
May May not
•Work without direct •Teach independently new
supervision with individuals concepts and skills
or groups of children.
•Have specific instructional •Be given primary
and management responsibility for working
responsibilities for the with individual students
16.
The Paraprofessional
May May not
•Be involved in student •Be assigned to attend
staffing student staffings in lieu of
the supervising teacher
•Be used to support the •Be given primary
integration of students with responsibility for including
disabilities into regular one or more students or used
classes by supporting these to teach regular curriculum
students in regular class to students with disabilities.
assignments and giving tests
17.
Laws LAWS OTHER THAN IDEA THAT AFFECT
TEACHERS & PARAPROFESSIONALS
In this section, we will explore the laws that have impact on
the roles and responsibilities of teachers and
•Changes
•Issues
•Civil Laws
•Section 504
•ADA
•Relationship between IDEA/Section 504
18.
Public School’s Problem
Changes
1940 vs. 1990
1940 1990
The top 7 in-
school •Talking out of Turn •Drug Abuse
identified by •Chewing Gum •Alcohol Abuse
US teachers in
•Making Noise •Pregnancy
1940 vs.
problems •Suicide
identified in a
•Running the Halls
1990 survey •Cutting in Line •Rape
•Dress Code Infraction •Robbery
•Littering •Assault
19.
More Changes
The role of the paraprofessional is becoming even more important
as our nation’s schools are impacted by the changes in society.
Schools are faced with the following:
* culturally and linguistically diverse student population
* violence
* alcohol and other drug use
* teen pregnancy
* school reform and restructuring
* funding cuts and reallocations
* federal and state legislation
* range of skills, abilities, interest, and aptitudes of students
* poverty
* availability of qualified providers
* collaboration between service providers
* transition from preschool to school, school to independent living
20.
More Changes
Consider the following:
The population in the United States is changing with the influx
of immigrants from Mexico, Cuba, Haiti, Vietnam, and others.
Students come to school from other cultures and speaking
another language. The school determines whether to provide
bilingual education or provide English as a second language.
This presidential administration recognizes the need to secure
schools from violence. Students are reported to bring weapons
to school, are members of gangs engaged in criminal and violent
activities, and assault other students and even teachers. Metal
detectors can be found in some schools as well as full time police
21.
Even more changes
Alcohol and other drug use and abuse among students is
another problem area. Students not only are using drugs, but
are also involved in selling them.
The rate of teen pregnancy and subsequent school drop-out
statistics are on a rise. Some schools are encouraging students
to stay in school by providing special programs and even day
care for their children.
22.
Even more changes
School reform and restructuring efforts are generally placing
more authority on the school principal and staff. The schools
are also becoming the focal point for community health and
welfare services. Full service schools incorporating health
services for the community have emerged. The preschool
service delivery settings now include classrooms, day-cares,
homes, Head-Start centers, and private agencies. There have
been budget cuts at the federal, state, and local levels. It is more
difficult to provide services when costs have sky rocketed and
less money is available. Some innovative programs are
constantly facing budget cuts. The objective is to reallocate
money in such a way as to make programs more costs effective.
23.
Even more changes
New federal and state legislation may put an added
administrative and financial burden on schools and preschool
programs. Some legislation like the Individuals with Disabilities
Education Act (IDEA) provides funding; however, the entire
cost of educating students with disabilities is not assumed by the
federal government.
Budget cuts and the growing demand of services have made it
necessary for agencies to work together to combine services. By
working together, agencies are able to prevent duplication and
maximize service delivery.
24.
Even more changes
The range of skill levels, abilities, interest, and aptitudes of
students present a challenge in providing an appropriate
education for all children--birth to 21 years. Teachers need to
individualize instruction to meet the varying needs of students.
The change in family dynamics of our society has yielded an
increase in the number of families who live below the poverty
level. Many children come to school without having their basic
needs met. Concerns that the school districts are facing include
assisting families with housing, food, and medical services.
25.
Even more changes
Another issue impacting education is the shortage of qualified
providers in specialized areas. Due to advanced medical
technology, more children with severe disabilities are surviving.
Therefore, school districts must locate an increased number of
qualified personnel to deliver specialized services.
Schools are now responsible for providing a seemless
educational system for delivery of special educational and
related services between early intervention (birth to 3 years),
preschool (ages 3 to 5 years), K-12 programs (5-21 years), and
school-to-work programs (16-21 years).
Transition services have provided an increased awareness and a
mechanism for meeting the needs of children of all ages.
26.
Civil Laws
There are two major laws that impact education.
Both laws are civil laws (not education law):
1. Section 504 of the Rehabilitation Act of 1973
2. Americans with Disabilities Act
27.
Section 504
Section 504 of the Rehabilitation Act of 1973
Defines a person with a disability – as having a
physical or mental impairment which substantially
limits one or more major life activities; – as having a
record of such an impairment; or – as regarded as
having such an impairment
The Rehabilitation Act does NOT identify specific
categories of disabilities
28.
ADA
Americans with Disabilities Act (ADA)
• ADA is designed to remove barriers which prevent
qualified individuals with disabilities from having the
same employment opportunities available to them as
persons without disabilities.
29.
ADA
Americans with Disabilities Act (ADA)
• ADA does NOT
– establish quotas – guarantee equal results
– provide preferential treatment
30.
Major Components of IDEA
• Free Appropriate Public Education
• Comprehensive, Nondiscriminatory Assessment
• Individual Education Plan Individual Family Service Plan
• Parental Involvement • Least Restrictive Environment
• Transition Services
• Procedural Safeguards
• Categories of Disabilities
The major education law that we are all familiar with is IDEA
- the Individuals with Disabilities Education Act, which was
reauthorized in 1997 (PL 105-17).
31.
What is the relationship between Section 504
and IDEA?
It is a matter of inclusiveness. Let us begin with
Section 504 Eligible Students (students who need
accommodations / adaptations who are not eligible
under IDEA). IDEA Eligible Students (students who
qualify for special educational services)
32.
As you can see, all students eligible for services under IDEA
are also eligible for Section 504 services. Students are
qualified under one or more of 13 IDEA disabling conditions.
Under Section 504, special accommodations to the student’s
program are required due to substantial mental or physical
impairments that limit one or more of the student’s major
life activities. Examples of student’s eligible under Section
504 but perhaps not under IDEA are: communicable
diseases, asthma, allergies, diabetes, ADD, behavioral
difficulties, drug/alcohol addiction (e.g., child with broken
dominate arm qualifies temporarily under Section 504 but
not IDEA, child with HIV).
34.
TEAM APPROACH
In this section, emphasis is placed on the importance of
the paraprofessional in assisting the teacher in meeting
the instructional needs of students. Topics include:
•What Teachers and Paraprofessionals Need to Know
•Building Teamwork
•Topics to Discuss at the Beginning of the Year
•Human Development
•Small Group Instruction
•Information Specific to Early Childhood
35.
What Supervising Teachers Need to
Make Sure Paraprofessionals Know
A. Legal, Ethical, & Professional Standards
1. Confidentiality
2. District Policies
3. Regular Attendance & Work Hours
36.
B. Directions By Teachers & Supervisors
1. Reviewing long and short-term goals for each student
and the individualized program designed to achieve them.
2. Describing and demonstrating the type of behavior
management and disciplinary systems to be used with each
3. Reviewing plans for dealing with emergencies of an
emotional or physical nature.
4. Demonstrating skills or activities to the paraprofessional
prior to introducing new lessons or content areas for the
class or an individual student. Ask the paraprofessional to
practice the skill while you observe and make suggestions.
5. Demonstrating various reinforcers, prompts, cues, and
other instructional procedures that will be used in the
37.
6. Encouraging the paraprofessional to ask questions. If
the paraprofessional indicates a need for more
information in any area, follow through by obtaining
printed information on the subject, or asking resource
personnel and other support staff to demonstrate
techniques for the paraprofessional.
C. Chain of Command
1. The paraprofessional must know who is responsible
for immediate supervisory decisions, who to call when
absent, and who to report problems. The role of the
principal and special education supervisor must be clear.
2. When a problem arises between the teacher and the
paraprofessional, the paraprofessional exists the next
person up the "chain of command" should be known.
38.
Key Topics for Discussion at the
Beginning of School Year
The initial conference should create a climate of trust
between the paraprofessional and the teacher. The
climate should put the paraprofessional at ease to ask
questions and seek assistance from the teacher. It
should introduce the paraprofessional to the teacher,
students, and the classroom organization and rules.
With the whole group, list on chart paper what topics
may need to be discussed during this meeting.
Emphasize the importance of the role paraprofessionals
have as part of a team.
39.
Sharing respective background information
Discuss the strengths each bring to your specific job
and how it can help meet the needs of students in the
Sharing Teacher’s short and long term plans for
the class
Paraprofessionals need to know about the students
with special needs that they will be supporting.
Review of daily and weekly schedules
This needs to include a discussion on how you will
share the workload. Who will grade papers? How will
accommodations be assigned and made? Who will
communicate with parents?
40.
Discussion of lesson plan formats Discussion of
procedural matters
This needs to include discussions on who is in charge
of discipline? How will the paraprofessional interrupt
the teacher while she is teaching. Scheduling common
planning time for examining instruction and
effectiveness evaluations of students.
Sharing of the paraprofessional’s concerns and
Sharing of future assessment of paraprofessionals
41.
“Ten C’s of Teamwork”
The provision of effective educational services for
students with disabilities involves a team approach
including parents, teachers, paraprofessionals,
psychologists, speech and language therapists, students,
and others. It is imperative that the team works together
in meeting the individual needs of the students.
42.
There are basic premises on which a team is built. These are
the principles that make a classroom run smoothly and
successfully. They are:
* communication
* cooperation
* collaboration
* confrontation of problems
* compromise
* consensus
These may be referred to as the
* coordination
“Ten C’s of Teamwork.”
* consistency
* caring
* commitment
43.
What does each of the “Ten C’s
of Teamwork Mean?
Communication: Everyone knows that communication is
essential is all human organizations. The statement, “I think
we have a communication problem here,” is frequently heard
when problems emerge among people working together.
Teamwork includes communication because all members of
the team must be willing to share their information, their
ideas, and their points of view with all other members of the
team. Communication requires skills in both sharing and
receiving. Teams work hard to insure that all members have
the information they need to do their jobs.
44.
Cooperation: The word cooperate means “to operate
together”. When team members are cooperative, they look
for ways of supporting and complementing the
contributions of others.
Coordination: As we work together, we order our
contributions in such a way as to maximize the
effectiveness of each other’s work. Working together
means sharing the responsibility for major goals rather
than claiming, “That’s not my job!”
45.
Collaboration - The prefix co - provides the meaning of
“together.” Collaboration means laboring together. When
we say “we collaborated on a project with someone else,”
we mean we actually worked side by side in completing
the task.
Consistency - Along with reduced duplication of services, all
team members share common goals and a plan of action
allowing them to work effectively both alone and together.
Confronting problems, Compromising, and Consensus
decision making - The members of effective teams
recognize that problem identification and problem solving
are fundamental responsibilities of the helping
professionals and a critical initial step.
46.
Caring and Commitment: These often emerge from the
interactions that occur among the team members as they
work together to develop agreed upon plans. Professionals
care and feel commitment before they become members of
teams. If they did not, they would probably not have
chosen a career in serving other people. However,
teamwork produces new levels of caring and commitment
not only to one’s students, but also to one’s team
members. In the process of working closely with other
professionals to develop a plan which reflects shared
values and goals, teams are often able to experience a
depth of professional relationships that is extremely
satisfying and meaningful.
47.
The “Ten C’s of Teamwork” can remain just a bunch of
words or they can be realities that provide the
foundation for making appropriate decisions for
students with disabilities. Most people believe in the
concept. Unfortunately, barriers exist to its
implementation. There are organizational, professional,
and personal barriers to working effectively in a team.
Helping professionals, like other people, are much
affected by the structure of their organization or agency
in which they work. Agencies are designed to promote
certain values and to achieve specified goals or missions.
The individual professional takes his/her cue regarding
appropriate professional behavior from the
organizational structure and value system as well as
from those who are in positions of power within the
48.
Professional barriers to teamwork may also exist.
As teams begin to meet, members discover they have
different educational preparation. Each professional
brings a particular point of view that was learned in
a specialized in-service or pre-service training
program or through on-the-job experiences.
Professionals may experience role ambiguity in that
they do not have a clear understanding of what is
expected of them as members of a team. Status
differentials may also exist. Certain team members
may be perceived as being more or less competent
merely based on their professional status.
49.
Teamwork Problem Solving
Personal behaviors may even impede teamwork.
Certainly, leadership styles may dictate the
effectiveness of the team. Leaders may exhibit
authoritarian or directive leadership styles that
may present a barrier to the team doing its job.
Team members may sometimes compete with one
another for influence, status, control, power, and
resources. It has been said that “knowledge is
power.” Team members need to share their
information so that appropriate decisions can be
made. Interpersonal conflicts may present
barriers.
Those conflicts need to be resolved in an effective
and productive fashion.
50.
PROBLEM SOLVING
I. DEFINE:
The problem as one person sees it
The problem as the other person sees it
Develop a common or shared definition
II. ASK:
Who is involved
How are they involved
What behaviors/attitudes of the different individuals
need to be changed
51.
III. LIST:
Areas of mutual agreement concerning problems
Areas of disagreement
The barriers of finding a solution
IV. DEVELOP:
A desired goal(s) or outcome
A solution(s) by brainstorming various ideas
A list of resources, information or assistance that will help
you achieve the goal
V. IMPLEMENT:
The solution for a specific time period and evaluate the
effectiveness of the solution
If necessary select and implement another alternative
52.
Basic Principles of
Human Development
Supervising teachers do not need
to be taught about human
development, but rather how to
find out if their paraprofessional
knows this information and if
not, how to teach it without being
condescending.
53.
Basic Principles of Human Development
Background Information
It is important for paraprofessionals to understand the
principles associated with typical or “normal” human
development when working with children and youth with
Children and youth with disabilities have more in common
with their chronological age peers without disabilities than
they have differences. The development of children and
youth with disabilities follows the same basic principles
which are applied to typical or nondisabled peers. See
developmental milestones information for children birth to
age 5 to discuss with your paraprofessional .
54.
Basic Principles of Human Development
•Development occurs in a predictable sequence
• Development proceeds in a step by step fashion
• Individuals develop at different rates
• An individual’s rate of development may vary at different
• Development is an orderly process
• Development proceeds from general to specific
• Development proceeds from concrete and simple to
abstract and more complex
• Physical, cognitive, social and emotional development are
interrelated and affected by heredity and environment
55.
Background Information
Paraprofessionals need to be comfortable
providing individual and small group instruction.
Individual instruction occurs on a one-to-one
basis where small group instruction may entail
working with 2-6 students at a time. Only on a
rare occasion is a paraprofessional expected to
instruct a large group (perhaps the entire class).
56.
Ask yourself:
•How many of your paraprofessionals work with
students on a one-to- one basis?
• How many of your paraprofessionals work with
small groups of students, 2-6 at a time?
•How many of your paraprofessionals work with
large groups of students, more than 6 at a time?
•Paraprofessionals can work with individual,
small, large groups of students.
57.
Paraprofessionals can be used to reinforce a
previously learned skill through opportunities
for practice, repetition, and drill.
Paraprofessionals are generally not the person to
teach a new skill. That responsibility is reserved
for the teacher or specialist like the reading
teacher or speech therapist.
Group instruction can facilitate learning.
58.
Group Discussion
Group Instruction Provides Opportunities to:
•Learn by observing others
• Motivate through teamwork
•Interact and communicate with
peers
•Gain insight and clarification
through sharing of ideas
•Generalize new skills or use skills
learned in another way
59.
Strategies for Working with Small Groups
•Involve all students in the group
• Acknowledge that students have preferences
• Encourage students to make their own preferences
• Provide time to work independently
• Reinforce often
• Adapt materials and methods to the needs of the
group as well as to individuals
•Do not plan separate activities for group members
• Encourage cooperation among group members
60.
Strategies for Working with Small Groups
•Encourage communication among group members
• Provide experiences using the ‘real’ thing
• Provide real life situations
• Establish a routine
• Use natural consequences
• Use good positioning to promote normal muscle tone,
stability, balance, and a sense of security about one’s own
body
• Use appropriate verbal prompts, gestures, modeling,
and demonstration techniques
• Eliminate distractions
• Be consistent
61.
The supervising teacher has the responsibility of
preparing paraprofessionals in the following areas
for small group instruction: preparation for small
group instruction appropriate attitude, delivery
skills, and record keeping
62.
Preparation for Small Group Instruction
1. Learn the proper pronunciation of the student’s
2. Learn about the student’s interests, goals, and
academic and emotional needs.
3. Be familiar with the lesson in advance of the
4. Request that the teacher/supervisor model and/or
explain the activity.
5. Organize necessary instructional materials.
6. Prepare location for session.
63.
Appropriate Attitude
1. Meet with student using a friendly manner.
2. Set an example by being courteous and
respectful.
3. Be supportive and provide encouragement.
4. Communicate that learning is an important and
worthwhile task.
64.
Delivery Skills
1. Start promptly at the assigned time.
2. Follow the schedule of activities established by
the teacher.
3. Follow the instructions for teaching outlined by
the teacher. When you are not sure what to do,
ask the teacher.
4. Set realistic developmental/academic
expectations for the student so he/she will
experience success.
65.
Delivery Skills
5. Utilize questioning techniques that direct
instruction and require more than “yes” or “no”
answers.
6. Learn to listen to the student and what he/she is
saying. Give them your full attention.
7. Pay attention to nonverbal cues exhibited.
8. Give feedback to the student about his/her
performance.
66.
Delivery Skills
9. Utilize reinforcement procedures which are
motivating.
10. Follow the plan for dealing with behavior of the
student.
11. Be consistent, follow rules, and provide
structure.
12. Sit at students’ level when conducting activities.
13. Close the lesson.
67.
Record Keeping
1. Maintain accurate records on each session of the
student’s performance.
2. Report any concerns or observations to the
teacher.
3. Respect confidential information about the
student.
4. Collect data for functional behavior assessments.
68.
Quite often students with disabilities need
adaptations or changes to be made in curriculum,
teaching techniques, materials, testing procedures,
and behavior management to be successful. You will
have an opportunity in the inclusion section to
consider which adaptations are appropriate for
paraprofessionals to implement.
A new IEP form lists general education
adaptations/modifications for both school age and
pre-school students.
69.
Adaptations
Instructional Modifications, Supplemental Aids,
and Supports for IEP Development
ALTER ASSIGNMENTS BY PROVIDING
ADAPTING INSTRUCTION BY PROVIDING
ADAPT MATERIALS BY PROVIDING
ADAPT TESTS BT PROVIDING
ACCESS TO EQUIPMENT/SUPPORTS
MANAGE BEHAVIOR BY PROVIDING
70.
Early Childhood
There are special requirements of working with
paraprofessionals in DDTCS centers and Early
Childhood Centers for children 3 to 5 years old.
Certified teachers in early childhood special
education and early intervention are often asked to
supervise several classrooms and/or
paraprofessionals. In an effort to maintain
standards in these programs, the following
guidelines are recommended.
71.
Early Childhood
In a preschool special day service facility setting,
the certified teacher may supervise no more than 30
children aged birth to three years or three to five
years. The certified teacher is expected to provide a
minimum of 30 minutes of direct services to each
child as well as 30 minutes direct
supervision/consultation with the paraprofessional
for each child (totaling 60 minutes per child per
72.
Early Childhood
This supervision and direct service delivery must
be documented and signed by the paraprofessional
and the certified teacher. Each center will continue
to maintain one staff person for each seven children
receiving services under an IPP.
In an early intervention program providing home-
based services, a certified teacher may supervise no
more than three paraprofessionals.
73.
Early Childhood
The certified teacher is expected to provide direct
supervision to the paraprofessional for at least ten
percent of the paraprofessional’s direct contact
time with assigned children. This supervision must
be documented and signed by the paraprofessional
and the certified teacher. Indirect consultation must
also be provided to the paraprofessional by the
certified teacher.
74.
Preschool Special Service Facility
Supervising Teacher Model
Teacher Responsibilities
–evaluation activities and program development
–supervise no more than 30 children (birth to age 5)
–minimum of 30 minutes per child of direct
supervision/consultation with paraprofessional
–30 minutes direct service for each child
–supervision and direct service delivery must be
documented and signed
75.
Preschool Special Service Facility
Supervising Teacher Model
Teacher Responsibilities
evaluation activities and program development
supervision of NO more than 3 paraprofessionals
provide direct supervision to paraprofessional for at
least 10% of paraprofessional’s direct contact with
assigned children
time must be documented and signed
76.
What is the role of the teacher and
paraprofessional in facilitating the inclusion of a
student with disabilities in a general education
classroom? The paraprofessional may be used to
provide support services within the special
education classroom, such as reading a test to a
student, or the paraprofessional may go into the
general education classroom and provide support
for one or several students.
77.
Questions for consideration in defining
and supervising the paraprofessional to
support inclusion:
• Have you ever wanted to include a
student into the classroom setting but run
into trouble with scheduling/grouping?
78.
INCLUSION - Questions
• How do you know how to group students
for inclusion? (By reading level, academic
needs, content areas, behavioral goals)
• What are the roles and responsibilities of
each person in an effective inclusion setting?
(SPED Teacher, Paraprofessional, General
Education Teacher)
79.
INCLUSION - Questions
• Who is responsible for setting disciplinary
guidelines for the SPED students when
paraprofessional is present?
• Who is the primary teacher responsible to
guide the paraprofessional working in the
inclusionary classroom?
80.
INCLUSION - Questions
• How can planning time be arranged for
the general education and special education
teacher to collaborate?
• Is it best to deal with only one general
education teacher or to place students in
multiple classrooms?
81.
INCLUSION - Questions
• Do parents of non-identified students
complain about including students with
severe disabilities into their children’s
classrooms? If yes, how should it be
• How can students’ IEPs be met in a full
inclusion setting?
82.
INCLUSION - Adaptations
Perhaps, a review of adaptations and
modifications listed on the IEP may help
you identify tasks which the
paraprofessional could perform. You may
wish to print out this list that includes
suggestions for implementing the adaptation
and use it as a basis for discussing
responsibilities for the paraprofessional as it
relates to inclusion.
83.
INCLUSION - Activity
Print out the following list of adaptations
and select those that could be implemented
by a paraprofessional. Discuss this with
your paraprofessional or one in your
district. Does the paraprofessional agree
with your selections?
Go to the IEP adaptations
84.
As you complete this training on Supervising
Paraprofessionals, you should be able to recall the
following topics:
1. Understanding paraprofessionals their roles
Roles and responsibilities of the teacher
Tasks performed by paraprofessionals
Responsibilities of the teacher and
paraprofessional team
85.
2. Laws other than IDEA that affect teachers and
paraprofessionals
Section 504 Americans with Disabilities Act
86.
3. Team approach Information concerning what
paraprofessionals need to know to be successful
The ten “Cs” of teamwork:
Problem solving skills needed by all
How to get started with your paraprofessional
Small group instruction
Information specific to Early Intervention and
Early Childhood
87.
4. Inclusion
Hopefully we have provided useful information
on the successful working between you and
your paraprofessional team.
88.
Supervisor’s Checklist
What Supervising Teachers Need to
Make Sure Paraprofessionals Know
89.
A. Legal, Ethical, & Professional
Standards Supervisor’s Checklist
1. Confidentiality Policies
2. District Policies for Employees and Special
Education
3. Regular Attendance & Work Hours
Expectations
90.
B. Directions By Teachers & Supervisors
1. Reviewing long and short term goals for each
student and the individualized program
designed to achieve them.
2. Describing and demonstrating the type of
behavior management and disciplinary systems
to be used with each student.
3. Reviewing plans for dealing with emergencies of
an emotional or physical nature.
91.
B. Directions By Teachers & Supervisors
4. Demonstrating skills or activities to the
paraeducator prior to introducing new lessons
or content areas for the class or an individual
student. Ask the paraeducator to practice the
skill while you observe and make suggestions.
5. Demonstrating various reinforcers, prompts,
cues and other instructional procedures that
will be used in the classroom.
92.
B. Directions By Teachers & Supervisors
6. Encouraging the paraeducator to ask questions.
If the paraeducator indicates a need for more
information in any area, follow through by
obtaining printed information on the subject, or
asking resource personnel and other support
staff to demonstrate techniques for the
paraeducator.
93.
C. Chain of Command
1. The paraprofessional must know who is
responsible for immediate supervisory
decisions, who to call when absent, and who to
report problems. The role of the principal and
special education supervisor must be clear.
2. When a problem arises between the teacher and
the paraprofessional, the paraprofessional
exists the next person up the "chain of
command" should be known.
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