the para-educator in the regular education classroom pros, cons and what to do about them
TRANSCRIPT
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The Para-Educator in the Regular Education Classroom
Pros, Cons and What to Do About Them
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MYTHS ABOUT PARA-EDUCATORS
• Para-educators will see that all the needs of the special ed students are met
• The Para is fully trained • The Para receives all instruction from the special ed
teacher• Paras only work with special needs students• There are no restrictions on the use of paras as long as
what they are being asked to do is in the interest of the student
• Paras always know what to do
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ROLES AND RESPONSIBILITIES FOR THE TEACHER(BOTH REGULAR AND
SPECIAL ED) AND THE PARA-EDUCATOR
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INSTRUCTION
TEACHER• Plan all instruction including
small group activities• Provide instruction in whole
class settings
PARA-EDUCATOR
• Work with small groups of students on specific tasks, including review or re-teaching of content
• Work with one student at a time to provide intensive instruction or remediation on a concept or skill
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CURRICULUM AND LESSON PLAN DEVELOPMENT
TEACHER• Develop all lesson plans and
instructional materials• Ensure alignment with
standards, student needs and IEPs
PARA-EDUCATOR• Provide assistance in the
development of classroom activities, retrieval of materials, and coordination of activities
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CLASSROOM MANAGEMENT
TEACHER• Develop and guide class-
wide management plans for behavior and classroom structures
• Develop and monitor individual behavior management plans
PARA-EDUCATOR• Assist with the
implementation of class-wide and individual behavior management plans
• Monitor hallways, study halls and other activities outside of normal class
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ACCOMMODATIONS AND MODIFICATIONS
TEACHER• Determine (with IEP team)
proper accommodations for students with disabilities
• Incorporate accommodations into all lesson plans
• Develop modified materials
PARA-EDUCATOR• Guided by teacher and IEP,
provide appropriate accommodations to material (enlarge print, taking notes, reading material aloud)
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ASSESSMENT
TEACHER• Determine, create and
administer appropriate formal and informal assessments
• Determine modifications and accommodations to be used for formal assessments
• Use assessment results to inform future planning and curriculum development
PARA-EDUCATOR• Assist in the administration
of assessments• Implement
accommodations for assessment
• Collect anecdotal student information on a regular basis
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DON’T LET THIS HAPPEN IN YOUR CLASSROOM!!!
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WAYS A PARA-EDUCATOR CAN HELP IN THE CLASSROOM!
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Creating individualized learning materials and modifying existing
curriculum materials
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Providing remedial instruction and reinforcement of skills
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Administering tests individually
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Monitoring and providing assistance to students during seat
work activities
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Reading aloud, reading with small groups of students or providing
support during independent reading
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Assisting students with written activities
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Assisting students with organizational skills
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Checking for work completion, homework or the writing down of
homework assignments
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Playing educational games
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Assisting with behavior modification strategies
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Assisting with physical needs of students: lifting, rotating, personal
hygiene, feeding
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Documenting behaviors, keeping daily logs that can be shared with parents, case managers, or related
service providers (OT, PT, Speech/Language)
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Inadvertent Detrimental Effects of Excessive or Unnecessary
Paraprofessional ProximityCategory of Effect and Description
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Interference with Peer Interactions:
• Paraprofessional can create physical or symbolic barriers that interfere with interactions between a student with disabilities and classmates.
• •
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Unnecessary Dependence:
• Student with a disability is hesitant to participate without paraprofessional direction,prompting, or cueing.
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Insular Relationships:
• Student with a disability and paraprofessional do most everything together, to the exclusion of others (i.e., teachers and peers).
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Feeling Stigmatized:
• Student with a disability expresses embarrassment/discomfort about having a paraprofessional; makes him or her stand out in negative ways.
•
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Limited Access to Competent Instruction:
• Paraprofessionals are not necessarily skilled in providing competent instruction; some do the work for the students they support
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Separation from Classmates:
• Student with a disability and paraprofessional are seated together in the back or side of the room, physically separated from the class.
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Interference with Teacher Engagement:
• Teachers tend to be less involved when a student with a disability has a paraprofessional because individual attention is already available.
•
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Loss of Personal Control:
• Paraprofessionals do so much for the students with disabilities that they do not exercise choices that are typical for other students.
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May Provoke Problem Behaviors:
• Some students with disabilities express their dislike of paraprofessional support by displaying inappropriate behaviors.
•
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THE BOTTOM LINE
The bottom line is that communication between the regular classroom teacher and the para-educator assigned to that classroom is key. Do not assume that the para knows what to do and how to do it. They are looking to you and to the special ed case manager to let them know what to do and how well they are doing it. A clear understanding of roles will help you, the para and the entire class.