Special Education

1. Special Education Paraprofessional Training

2. Growing number of Paraprofessionals • Since the 1960’s – total number of paraprofessional employed in public schools grew from approximately 10,000 to over 500,000. • Estimated that 290,000 paraprofessionals work in special education alone • Reference: York, 2003

3. Changing Roles • It has been almost 50 years since “teachers aides” were introduced into our nation’s schools to allow teachers to spend more time in planning and implementing instructional activities • Initial duties: primarily routine and included clerical tasks, monitoring learners in non-academic environments, maintain learning centers, duplicating instructional materials, etc. • Reference: Gaylord, 2002

4. Roles of Paraprofessionals Today • “Increasing numbers of researchers have revealed that a vast majority of paraprofessionals spend all or part of their time assisting teachers and other licensed practitioners in different phases of the instructional process or the delivery of other direct services to learners and their parents.” (Gaylord, 2002).

5. Paraprofessional Responsibility • In York and Ghere study, six specific categories of paraprofessional responsibility emerged from the data. • Four of the six categories focused directly on supporting students with disabilities - • 1st - Supporting Academic Development of Students with Disabilities • 2nd - Supporting Communication Development and Social Integration of Students with Disabilities • 3rd - Supporting Functional Skill Development of Students with Disabilities • 4th - Supporting Individual Management Needs of Students with Disabilities • 5th – Serve as communication link between special education and other school personal • 6th – providing general school and program support, such as assisting with clerical tasks and material development or assistance to students who do not have disabilities

6. P.L. 94-142Education for All Handicapped Children Act (EHA) • Law was passed in 1975 • Guaranteed all children: • the right to a free and appropriate public education (FAPE) • in the least restrictive environment (LRE)

7. IDEA ‘97 • PL 105-17 • Individuals with Disabilities Education Act • Must first consider providing services to students with disabilities in the general education classroom • Programs for students with disabilities must align with the state standards

8. The No Child Left Behind Act • President Bush signed into law on January 8, 2002 • Requires accountability for all children • Seeks to close the achievement gap between groups of students

9. Individuals with Disabilities Improvement Act • Reauthorization of IDEA 97 • Became effective July, 2005 • NCLB had a significant impact on the reauthorization of IDEA • School accountability • Personnel certification

10. No Child Left Behind…Paraprofessionals • A paraprofessional is defined as an individual who provides instructional support to students • May be assigned the following duties: • One-on-one tutoring • Assisting with classroom management • Conducting parent involvement activities • Providing instructional support services • Assisting with computer instruction • Serving as a translator • Providing instructional support in a media center

11. Disabilities • AUT - • DB - • DHH - • EBD - • ID - • OI - • OHI - • SDD - • SLD - • SI - • TBI - • VI - Autism Deaf-Blind Deaf/Hard of Hearing Emotional and Behavioral Disorder Intellectual Disability • Mild, Moderate, Severe, and Profound Orthopedic Impairment Other Health Impairment Significant Developmental Delay Specific Learning Disability Speech-Language Impairment Traumatic Brain Injury Visual Impairment

12. IEP • Individualized Education Program • A written document developed by a committee • measurable goals and objectives • special education services the school system will provide • Every child in special education has an IEP

13. Confidentiality • Information about students is confidential. • Records are stored in a locked, safe place. • Be careful not to discuss students with others.

14. Continuum of Services Examples of services offered on a continuum: • General education classroom (with consultation) • General education classroom with supports and services • Resource services • Less than 21% outside of regular class • 21-60% outside of regular class • Over 60% outside of regular class • Psycho-educational Center • Home • Hospital • Residential School

15. Behavior Support • Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP) • Positive behavior support http://pbsga.org/ • Laws that apply to disciplining special education students

16. Paraprofessional Duties • Lead small groups and/or one-to-one for review and re-instruction • Keep students on task • Take notes, read material aloud, proctor tests, enlarge materials, audio-tape books • Implement technology • Assist with homework, as directed • Collect data

17. Paraprofessional Duties • Implement BIP – positive reinforcement, assist with de-escalation, remove student from classroom when warranted • Assist with transitions during day • Support daily living activities • Assure students receive meds • Assist with adaptive equipment

18. Paraprofessional Duties • Transport materials from SP ED class to GEN ED class • Provide feedback to SP ED about activities in GEN ED • Assist other students when SWD do not need support • Assist students with appropriate behavior, actions, language

19. “I thought it was my job to sit next to Alex. If I wasn’t sitting directly next to him, I was worried that others would think I was not doing my job.” – Doug, paraprofessional • “Before I saw my relationship with the student as the most critical; now I understand that it is my responsibility to help Becca build relationships with other kids, not with me.” Susan, paraprofessional

20. Paraprofessionals in the Classroom • Movement Toward Inclusion: “There are over five and a half million students with special needs, and over half of them are supported in the general education setting for the majority of the school day” (US Dept of Ed, 2002) • Why? One reason – the general education classroom is considered to be a rich environment for students to interact with one another as they learn together and from one another (Theoharis and Malmgren, 2005)

21. Paraprofessionals as Supports • Paraprofessionals are a valuable asset to the field of education • They are often the essential support that allows a student to be educated within an inclusive classroom environment!

22. One on One with a Paraprofessional • Although the assignment of the paraprofessional is intended to have a positive effect on the student, often the presence of a paraprofessional can also have negative social effects on the student being supported • However, several strategies exist for helping paraprofessionals to facilitate interaction between students with and without disabilities.

23. 10 Strategies to Promote Student-to-Student Interaction • Ensure the student is in rich social environments • Highlight similarities between the student and peers • Re-direct student conversation to the student with a disability • Directly teach and practice interaction skills in natural settings • Use instructional strategies that promote interaction • Teach others how to interact with the student with a disability • Make rewards for behavior social in nature • Give the student responsibilities that allow for interactions with peers • Systematically fade direct support • Make interdependence a goal for the student.

24. References Barr-York, J. & Ghere, G. (2003). “Employing, Developing, and Directing Special Education Paraprofessionals in Inclusive Education Programs: Findings from a Multi-Site Case Study.” Institute on Community Integration (UCEDD) & Department of Educational Policy and Administration, University of Minnesota (online). Available from http://ici.umn.edu/products/spedpara/titlepage.html Gaylord, V., Wallace, T., Pickett, A.L., & Likins, M. (2002). “ Impact: Feature Issue on Paraeducatiors Supporting Students with Disabilities and At-Risk, 15(2) (online). Causton-Theoharis, J. and Malmgren, K. (2005). “Building Bridges:Strategies to help paraprofessionals promote peer interaction” Teaching Exceptional Children 37(6), 18 – 23.