Professional Development Services Maryland Coalition for Inclusive Education

1. Supporting Instruction in Inclusive Classrooms: Strategies for Paraeducators Professional Development Services Maryland Coalition for Inclusive Education

2. Outcomes • Increase awareness of paraeducator roles and responsibilities • Enhance knowledge and skills needed to support students with diverse needs in general education environments • Principles and strategies for supporting instruction • Strategies & techniques for promoting independence • Strategies and materials that increase access to curriculum

3. Para Responsibilities • Under the direction of teachers, paras: • Provide instruction (1:1, small group) • Implement accommodations, modifications, and instructional strategies chosen and designed by teachers • Prepare materials • Collect objective data • Score assignments and assessments with specific and concrete answers (ex. Spelling or Math tests with answer keys) 3

4. Para Responsibilities Under the direction of teachers, paras: • Assist students with personal care needs (eating, hygiene, organization) • Supervise students during transitions • Promote student independence • Provide information to teachers about student performance • Use positive behavior support strategies 4

5. WHAT We Talk About and WHEN

6. DO: Emphasize capabilities Use age-appropriate language and terms Be discrete Guidelines for Conversations • DON’T: • Talk about students in their presence • Talk FOR a student who isn’t verbal • Discuss personal care, medical issues, etc. in front of others

7. WHO We Talk To Maintaining confidentiality is an ethical and legal responsibility.

8. Confidentiality Guidelines Protect information about students’: Diagnosis Supports and services Assessments Medical history Progress and achievement Behavior Families

9. Confidentiality Guidelines “Need-to-know” basis Staff CURRENTLY involved Relevant information only Avoid talking about students with/around Other students Parents Subs/Volunteers Other staff Don’t discuss students in public places Maintain files securely Be careful with e-mail Obtain releases

10. The Power of Words The difference between the right word and the almost right word is the difference between lightning and lightning bug. - Mark Twain

11. Language

12. Person First Language What is it? • Recognizes that individuals with disabilities are first and foremost people • Describes what a person has, not what a person is Snow, K. Disability is Natural. Retrieved March 17, 2009, from http://www.disabilityisnatural.com/

13. Language of the Past suffers from retarded the disabled handicapped the autistic boy non-verbal confined to a wheelchair tragedy

14. Language of the 21st Century: Person First has Down Syndrome uses a wheelchair likes playing video games cognitive impairment has great sense of humor loves horses uses pictures to communicate great with computers

15. 3-2-1 Activity

16. Principles and Strategies for Supporting Instruction

17. Independence… What a great feeling!

18. Accommodations DO NOT change the content or level of the lesson

19. Examples of Accommodations

20. Modifications DO change the content and/or level of the lesson

21. Examples of Modifications

22. Strategies and Materials that Increase Access to Curriculum

23. Strategies to Increase Engagement • Provide outline/notes during instruction • Break content into small steps • Intersperse manipulative tasks • Prime vocabulary/concepts • Visuals to clarify concepts • Incorporate student interests

24. Use Everyday Materials To Support Instruction Dot stickers Index Cards Dry-Erase Boards Pen lights

25. Supporting Math Graph paper Manipulatives Touch Math Hands-on activities Calculator Worksheets: fewer problems & enlarged print

26. Adapted books Use audio books Have student highlight words/phrases as teacher reads Supporting Reading Fill in the blank (cloze) worksheet to accompany read aloud “Story bag” containing objects related to the story

27. Speech-to-Text Software Kurzweil Software Supporting Handwriting Alphasmart • Computer Voice Recorder

28. Supporting: Writing Process • Prewriting - brainstorm time Tools to support writing process Graphic organizers

29. notes maps Visual Supports…We ALL Use Them Palm calendar grocery list watch schedule Post-Its

30. Visual Supports Can… If I can't picture it.I can't understand it.- Albert Einstein Make Abstract Concepts Concrete

31. Visual Supports Come in a Variety of Forms: Arrival routine First, then Source for Visuals: https://www.setbc.org/pictureset/Default.aspx

32. Schedules & Checklists Student schedule • DURING FREE READING TIME: • Choose a book or magazine to read. • Choose a spot in classroom to read it. • When the timer goes off, quietly return to your desk. • You may read with a friend. • You must read quietly. Checklist for activity Remember:

33. Guided Reading Read aloud with teacher Complete worksheet SSR Non-Verbal Cues/Visual Reminders Keep student on task Musical chairs Visual supports for activities “I Spy” game Prompt students when playing a game

34. Teaching Independence PROMPTS are things we do or provide to ensure that the child student performs the task/skill/behavior CORRECTLY Prompt BEFORE the student responds – not as a correction Practice doing it right, with supports – don’t practice errors! Reduce assistance over time 34

35. Promoting Independence Provide choices Let student attempt task before providing assistance (even if it’s easier – faster – cleaner for you to do it FOR the student) Allow (some) struggling! Provide partial assistance Help other students in class 35

36. Strategies to Promote Independence Respect all students Use effective strategies to teach new skills Give student time to practice independently Provide only the support that is needed ‘Keep moving’ after support is given Use natural supports as much as possible

37. Natural Cue Gesture LEAST TO MOST Verbal Visual/Picture MOST TO LEAST Model Physical (partial) Full Physical Effective Prompting Providing a cue that increases the likelihood that student will perform desired response Prompt Hierarchy

38. Prompting

39. Ways to Prompt WITHOUT TALKING • Touch the student lightly • Model it • Move closer • Point to/tap book or paper • Use a highlighter • Draw a picture • Write on white-board/post-it note • Use pen-light • Use gesture/sign (thumbs up, LOOK, etc.) • Have peer give prompt

40. Wait Time: The Power of the Pause The time between initiation/question/direction/behavior & response (comment/question/behavior) iswait time. Sometimes the most effective (and hardest) thing to do is NOTHING!

41. Wait Time Tips • Following a direction or question, WAIT for child to: • process what you said • formulate his/her response • Instead ofprompting for student to initiate a task, WAIT • Increase length of pause over time to promote independence When should we give wait time? Always!

42. Supporting for More Independence Student: Emily Activity: Science class Current support: Emily and the para join a group working on a pendulum experiment. The para records the information for Emily and begins to draft the data. Plan for more independence: Emily joins a group working on a pendulum experiment. Emily’s work has been modified before class so that Emily can participate more independently in the group activity with the para circulating the room to assist with all groups. 42

43. Think-Pair-share Activity • Think…What skills are embedded in the activity when adult support is faded? • Pair … Turn to your neighbor • share … Your idea with your that person

44. Why Independence? What skills are embedded in the activity when adult support is faded? Emily: cooperate with group members practice reading and writing skills at her level use classroom cues for beginning/ending an activity request help if needed access the general curriculum more effectively 44

45. With your group, brainstorm a list of things you currently do for students in the classroom(s) you support. Next, brainstorm ideas of how supports can be provided, while promoting student independence. Activity

46. Questions?

47. Websites for Paraeducators The Paraeducator Resource and Learning Center (PRLC) is a website created by the University of Vermont, which includes several modules for paraeducators to use to gain additional information about: collaborative teamwork; inclusive education; families and cultural sensitivity; characteristics of individuals with various disabilities; roles and responsibilities; implementing teacher-planned instruction. Each unit includes a slide show, a brief quiz, learning activities, and related websites related to the topic. http://www.uvm.edu/~cdci/prlc/ The Para eLink is a compilation of training modules designed to be used as self-paced units or facilitated professional development. Each area includes competency statements regarding knowledge paraprofessionals must gain and skills they must acquire. Topics included in the modules range from the history of special education to instructional techniques and strategies for the classroom. http://ici2.umn.edu/elink/general/core_areas.html

48. Websites for Paraeducators This web site provides information about the principles of inclusive education can be accomplished. Resources for making accommodations are included, as well as links to other web sites and resource lists for learning more about inclusive education. http://www.uni.edu/coe/inclusion/index.html

49. Books Nevin, A. I., Villa, R.A.,Thousand J.S. (2008). Guide to co-teaching with paraeducators: Practical tips for K-12 educators. Thousand Oaks, CA: Corwin Press. Doyle, M.B. (2008). The paraprofessional's guide to the inclusive classroom: Working as a team. Baltimore: Brookes Publishing.