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Effective Support in Inclusive Classrooms. Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES [email protected]. Session Learning Targets:. Identify the various roles of paraprofessionals in classrooms and school settings. - PowerPoint PPT Presentation
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FACILITATED BY JENNIFER GONDEKINSTRUCTIONAL SPECIALIST FOR
INCLUSIVE EDUCATIONTST BOCES
Effective Support in Inclusive Classrooms
Session Learning Targets:
Identify the various roles of paraprofessionals in classrooms and school settings.
Understand the history of special education, categories of disabilities, and how to read an IEP.
Be able to participate as a collaborating member of a student’s team, including how to effectively co-support in inclusive classrooms.
Presume competence and utilize strategies to increase student independence.
What is a paraprofessional?
“Paraprofessionals….who are appropriately trained and supervised, in accordance with State law, regulations, or written policy….are to be used to assist in the provision of special education and related services…to children with disabilities. (20 U.S.C. S1412)
NCLB (PL 107-110) defines paraprofessional as someone who “is employed in a preschool, elementary, or secondary school under the supervision of a certified or licensed teacher, including individuals employed in language instruction, educational programs, special education, or migrant education.” (20 U.S. C. S119)
1:1 Aide
Teaching Assistant
Program AssistantClerical Assistant
What do paraprofessionals do?
Caregiver Facilitator
Roles of a Paraprofessional
Social Support
Academic Support
Physical Support
Behavior Support
What is special education?
Special education is individualized instruction (specially designed) designed to meet the unique needs of certain students.
Part of general educationAt no cost to the parentsFunded by local and federal governments.
A SERVICE, NOT A PLACE
Resource Room Direct ConsultIndirect Consult Self-Contained
Integrated Co-Taught
Settings
Resource RoomsSelf-Contained ClassroomsInclusive (General Ed or Co-taught)
ClassroomsCommunity-Based Classrooms
Inclusion
Dis/Abilities
Specific Learning Disabilities
Autism
Developmental Delay
Other Health Impairment
Intellectual Disability
Emotional Disturbance
Other
Hearing impairment 1.19%Orthopedic/Physical 1.04 %Visual impairments 0.42%Traumatic Brain Injury 0.39%Deafblindness 0.03%
45.30%
3.20%
8.86%
7.83%
9.25%
1.31%
3.07%
13 Federally Recognized Categories
AutismDeafblindnessDeafnessEmotional DisturbanceHearing ImpairmentMental RetardationMultiple DisabilitiesOrthopedic ImpairmentsOther Health ImpairmentsSpecific Learning DisabilitiesSpeech and LanguageVisual Impairment including BlindnessTraumatic Brain Injury
General Ed.
Special
Ed.
General Ed.
Special Ed.
Brief History of Special Education
Brief History of Special Education
Prior to 1975, no legal right to attend school.
1975- PL 94-142 “Education for All Handicapped Children Act”
Reauthorized in 2004 (IDEA)- students are educated in the least restrictive environment to the maximum extent appropriate.General Education
Alternate Placement
History
Access Accountability
Separate Inclusive
Placement Service
AttendanceHigh Expectations
Accommodate Design for Access & Modifyand Participation by All
Individualized Education Plans
I.E.P.
•Academic Achievement, Functional Performance, and Learning Characteristics•Social Development•Physical Development•Management Needs•A statement on the effect of these needs on his/her progress in the general education curriculum
What? How well?
How will we
know?
When do we assess
?
Working As a Team
•Paraprofessional
•Special Educator
•General Educator
•Family
•Therapists (OT, PT, SL)
•Psychologists
•Social Workers
•Vision Teachers
•Audiologists
Communication
Making the time to communicate
*set a designated meeting time*
Communication NotebookE-mail
MailboxProofread notes home to parents
Lesson plan sharing
Paraeducator Communication Folder
Commonly Asked Questions…
I am not sure what I am supposed to be doing in art class. We have never talked, so mostly I just sit and support 2 students. What should I do?
I have read about common support arrangements, but we do not use any of them; instead I just sit or walk around and support. How can I suggest that we use these strategies?
What if I feel uncomfortable with a role I’ve been assigned?
What is confidential about my job?What do I do on the sport when someone asks me
something that is confidential?
Presuming Competence
LEAST DANGEROUS ASSUMPTION
Growth Mindset
Person-First Language
Instead of this…. Say This….The learning disabled student, Gail.
Gail has a learning disability.
Jeff is retarded. Jeff has a cognitive disability.
Torey is nonverbal. Torey communicates with her eyes and switch device.
Ben is in special ed. Ben receives special education services.
Dennis can’t write. Dennis writes using the computer.
Anna has vision problems. Anna needs a magnification device.
Multiple Intelligences
Reflection