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Effective Support in Inclusive Classrooms

Effective Support in Inclusive Classrooms. Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org. Session Learning Targets:. Identify the various roles of paraprofessionals in classrooms and school settings.

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Effective Support in Inclusive Classrooms

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  1. Effective Support in Inclusive Classrooms Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org

  2. 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.

  3. 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)

  4. 1:1 Aide Program Assistant Clerical Assistant Teaching Assistant

  5. What do paraprofessionals do? Caregiver Facilitator

  6. Roles of a Paraprofessional Social Support Academic Support Physical Support Behavior Support

  7. What is special education? Special education is individualized instruction (specially designed) designed to meet the unique needs of certain students. • Part of general education • At no cost to the parents • Funded by local and federal governments.

  8. A Service, not a Place Integrated Co-Taught Resource Room Direct Consult Indirect Consult Self-Contained

  9. Settings Resource Rooms Self-Contained Classrooms Inclusive (General Ed or Co-taught) Classrooms Community-Based Classrooms

  10. Inclusion

  11. Dis/Abilities 3.07% 7.83% 8.86% 45.30% 9.25% Hearing impairment 1.19% Orthopedic/Physical 1.04 % Visual impairments 0.42% Traumatic Brain Injury 0.39% Deafblindness 0.03% 1.31% 3.20%

  12. 13 Federally Recognized Categories Autism Deafblindness Deafness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairments Other Health Impairments Specific Learning Disabilities Speech and Language Visual Impairment including Blindness Traumatic Brain Injury

  13. Brief History of Special Education General Ed. Special Ed. General Ed. Special Ed.

  14. Brief History of Special Education General Education Alternate Placement 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.

  15. History Access Accountability Separate Inclusive Placement Service Attendance High Expectations Accommodate Design for Access & Modify and Participation by All

  16. Individualized Education Plans I.E.P.

  17. 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

  18. How well? How will we know? When do we assess? What?

  19. Working As a Team Paraprofessional Special Educator General Educator Family Therapists (OT, PT, SL) Psychologists Social Workers Vision Teachers Audiologists

  20. Communication Making the time to communicate *set a designated meeting time* Communication Notebook E-mail Mailbox Proofread notes home to parents Lesson plan sharing

  21. Paraeducator Communication Folder

  22. 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?

  23. Presuming Competence LeastDangerous Assumption

  24. Growth Mindset

  25. Person-First Language

  26. Multiple Intelligences

  27. Reflection

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