Special Education Training for the Paraprofessional - PowerPoint Presentation

Special Education Training for the Paraprofessional Dr. Doris H. Hunt Director For Exceptional Children Public Schools of Robeson County

Paraprofessionals Are School Employees Work under the supervision of teachers or other professionals Have responsibility for – A) Identifying learner needs B) Developing and implementing programs to meet these needs C) Assessing learner performance D) Evaluating the effectiveness of education programs and related services E) Assisting with the delivery of direct services as assigned and developed by their supervisors (Pickett, 2002)

…a rose by any other name… Paraeducator Paraprofessional Teacher Assistant Teacher Aide ParaThere are over 21 titles for “paraprofessionals” What would you want your title to be?

Qualification Requirements For Instructional Paraprofessionals In North Carolina Instructional Paraprofessionals in Title 1 follow the NCLB guidelines. Special Education paraprofessionals are required to have: A high school diploma or equivalent; AND An Associate’s (or higher) degree; ORCompletion of 48 credit hours at an Institution of Higher Education; ORParaprofessionals must also work under the direct supervision of a teacher.(DESE, 2003)

Paraprofessionals: Special Education In North Carolina NCLB guidelines are followed No specialized training is required Training is generally on the job Increasing numbers are 1:1 aidesThere are issues in many districts regarding supervision and training of special education paraprofessionals There is no credentialing of instructional paraprofessionalsTeachers do not receive specific training regarding paraprofessionals

How Does NC Compare T o Other S tates? Only 12 states have professional development programs for paraprofessionals: DelawareGeorgiaHawaiiIdahoMichiganMississippiNew Hampshire New Mexico New York Ohio Rhode Island (Pennsylvania)

10 States Require C ertification Delaware Georgia Maine Minnesota New Mexico New YorkNorth DakotaOhioTexasWest Virginia

12 S tates Exceed Federal Requirements Illinois Maine Minnesota Mississippi Nebraska GeorgiaNew Hampshire New Mexico New York Rhode Island Washington West Virginia

Significance According to the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook 2010-2011 Edition : Number of students identified for and enrolled in special education services is increasing.Dependency on paraprofessionals is expanding.As a result, the employment of paraprofessionals is expected to grow by 10% between 2008 and 2018.

Has This changed? Data driven expectations : AYP, NCLB, IDEA 2004 Supervision issues Special e ducation case loads have increasedIncreased focus on statewide and nationally mandated testsAccess to the general education curriculumQ : Are paraprofessionals being overused?

Literature Review What does prior research reveal about…. T he changing roles of paraprofessionals?Current practices for training?The essential skills and competencies needed for paraprofessionals ?4. The training needs for teachers to be able to effectively supervise paraprofessionals? 5. The roles and responsibilities of paraprofessionals?

Evolving Roles R oles and responsibilities have changed dramatically since they were first introduced into the classroom more than six decades ago. Many new responsibilities and mandatory assessment requirements have been added to U.S. classrooms over the last 40 years. The use of paraprofessionals to support students, teachers and classrooms in meeting these increasing demands has grown proportionately.

Myth or Truth? Paraprofessionals always understand and support the inclusive philosophy that places them in the general classroom. Myth Many paraprofessionals prefer the special education classroom and find the general classroom confusing and upsetting .

Training Needs R equired training elements have not been defined: IDEA Amendment of 1997, requires that paraprofessionals be appropriately trained and supervised.The Amendment does not specify the type or amount of training required. Similarly, NCLB legislation outlines paraprofessionals' qualifications and duties that they may perform.NCLB does not specify what an appropriate training program should entail.

Myth or Truth? The Paraprofessional doesn’t always know what to do with a student. Truth The assumption is often made that if a paraprofessional is placed in a classroom with a student then they know what to do.

Standards And Competencies T he American Federation of Teachers (AFT ) and the National Joint Committee on Learning Disabilities, Inc. have advocated for the development of comprehensive standards and competencies for paraprofessionals. Paraprofessional standards address:Multiple aspects of education and instructionProvide guidelines for the skills paraprofessionals should master in each domain

Competencies Include: F oundations of special education Characteristics of learnersAssessment and evaluation Instruction, content and practice Planning and managementStudent behavior and social interaction Communication and collaboration Professionalism and ethical practices

Myth or Truth? The paraprofessional is fully trained for his or her classroom assignment. Myth Training often occurs on the job and is the responsibility of all the professionals associated with the student and program.

Training Of Teachers Who Supervise Paraprofessionals Teachers often feel as though they are not prepared to supervise paraprofessionals in school settings. Teacher preparation programs, however, have not changed to accommodate the increasing need to prepare teachers for the supervisory role they must assume with the growing number of paraprofessionals.

Myth or Truth? The paraprofessional receives all instructions and directions from the special education teacher. Myth The paraprofessional will receive some instruction from the special education teacher, from the general education teacher and from related service providers.

Pickett, Vasa And Steckelberg Stated: “In far too many cases, teachers are not prepared to direct paraeducators, to evaluate their performance, to provide feedback and training, or to assess the potential for greater use of paraeducators in order to free teachers to provide increased instructional services” (p.31). (1993)

Myth or Truth? Teachers are always trained and prepared to work with paraprofessionals. Myth Teachers are not prepared to direct, evaluate or provide feedback and training to paraprofessionals

Roles And Responsibilities Of Paraprofessionals Paraprofessionals support the instruction, supervision and classroom management as a member of the school team. Paraprofessionals have a high level of responsibility but a low level of training and support to help them do their jobs effectively. Paraprofessionals are often utilized in schools to aid with direct student instruction, and serve as “learner supports”.

Roles And Responsibilities Continued… Special education paraprofessionals are hired to work directly with the most challenging students in the school:They are often unprepared for the task.Demands of parents, advocates, administrators and teachers have caused an increase in 1:1 paraprofessional assignments.Q: Are paraprofessionals being used effectively in your school settings?Q: Is there an overuse of paraprofessionals?

Myth or Truth? The paraprofessional can work with all students in the classroom. Truth The paraprofessional can work with all students as long as the needs of the identified students are being met.

Myth or Truth? There are restrictions on what paraprofessionals can do. Truth There are actually legal and ethical limits on the responsibilities that paraprofessionals are allowed to have.

Myth or Truth? The paraprofessional will see that all the needs of the students with special needs are met. Myth The para is a support person - needs should be met by collaborative planning by all adults.

I ncreasing D emands R equire An In-depth Analysis Of:Current practicesExisting competencies Areas for improvementInvestigation into the types of training that will support, develop, and facilitate paraprofessionals’ contributions to special education services. (Aldridge & Goldman, 2002; Carpenter & Dyal, 2007; D’Aquanni, 1997; Milner, 1998; Pickett, 2002; Young 2006)

A Quote From A Paraprofessional “Please remember, that I am only one person, and I make mistakes too. I do try my hardest for you and the students but if you do not tell me how to improve or what I am doing wrong, t hen I am going to continue to do what I know because I think that is what you expect of me.”

Teachers Want Paraprofessionals T o Be Provided With: Initial Orientation Specific training that relates to the students’ needs in the classroom.Increased planning time with the paraprofessionals.Additional on-the-job trainingTraining in Positive Behavioral Interventions and Supports (PBIS)

Teachers Want Training In: Strategies to help support paraprofessionals How to supervise and manage paraprofessionals more effectively and efficiently. Conflict Resolution A better understanding of the paraprofessionals’ roles and responsibilities.A better understanding in how to plan, train and support paraprofessionals in their roles.

A Quote From A Teacher “Working with paraprofessionals is something that I was never trained in and was one of the most difficult tasks I encountered when I first became a teacher. There were no college courses that provided any guidance or support regarding paraprofessionals. Once on the job, there was no support or training provided either. Please let me know where, when and how I can find a course or conference that addresses these areas of concern.”

In the field of education, it is important for all of us to stay current in best practices and develop and increase our skills. Therefore, training needs to be provided in an on-going, continuous process through out the paraprofessional’s career. This training needs to start the day that they accept the position and continue until they are no longer in the field of education.

Schools cannot adequately function without paraprofessionals, and paraprofessionals cannot adequately function in schools that lack an infrastructure that supports and respects them as viable and contributing members of instructional teams. They need to be treated and respected as the professionals that they are: “PARAEDUCATORS”

Students with Special Health Care Needs Those students who require individualized health care plans to enable participation in the educational process.  Mandated by Federal and State Law:  Section 504 of the Rehabilitation Act of 1973;  Public Law 108-­‐466, the Individuals with Disabilities Education Act (IDEA), 2004; and Americans with Disabilities Act (ADA).

Section 504 of the Rehabilitation Act of 1973  Prohibits discrimination because of disability and requires any program/public school to make reasonable accommodations for individuals with disabilities.  Protects any student with a physical or mental impairment which substantially limits one or more major life activities such as caring for one’s self, performing tasks, walking, seeing, hearing , speaking, breathing, learning and working.

Section 504 of the Rehabilitation Act of 1973 Prohibits discrimination because of disability and requires any program/public school to make reasonable accommodations for individuals with disabilities.  Protects any student with a physical or mental impairment which substantially limits one or more major life activities such as caring for one’s self, performing tasks, walking, seeing, hearing , speaking, breathing, learning and working.

Examples  A student who requires insulin injection to control diabetes OR medications to avert severe allergic reactions. A student who uses a wheelchair in their daily routine. A student who receives supplemental nutrition through a feeding tube.

Section 504  Statute prohibits discrimination against individuals with disabilities, including students, by public school districts receiving federal financial assistance. U.S . Office for Civil Rights (OCR) enforces the provisions of Section 504.

Section 504 Does not have state or federal funding provided to assist districts in complying with implementation. All costs are the obligation of the local school district. Section 504 is a law of access, not of benefit. Section 504 is an existing federal law, and complying with it is NOT an option.

Section 504  Requires that a school district makes “reasonable accommodations” for a student with disabilities to permit that student an equal opportunity to participate in educational and related activities. Free and appropriate public education (FAPE). Often these required accommodations may include providing the student with school health services/ health care plan.

IDEA 2004 Provides for the inclusion of students with chronic illnesses ; with complex health care needs; and/or who are technology dependentthrough a process of determined eligibility as having a disability.

Special Education Law Any questions about Special Education Law or Section 504 can be answered by the Special Education Teacher, Section 504 Coordinator or Special Education Supervisor.

FERPA & HIPAA Family Educational Rights and Privacy Act (FERPA) protects the student’s educational record. Health Insurance Portability and Accountability Act (HIPAA) governs the private health information.

Protecting Confidentiality NEVER discuss a student with anyone except those directly involved with the student and their care (i.e. nurse, special education teacher, therapist)  Should a discussion need to occur regarding the student and their care MAKE SURE: It occurs in a private area with doors closed and not where others may hear what is discussed. DISCUSSIONS SHOULD NEVER OCCUR IN PUBLIC PLACES, I.E. GROCERY STORE, CHURCH OR ON A CELL PHONE AFTER SCHOOL HOURS.

RN Supervision Only RNs can determine what “medically necessary” nursing care can be safely delegated to paraprofessionals and under what circumstances. Paraprofessionals may be accountable to the supervising teacher/LEA supervisor/principal for personnel and school building functions; however they must have RN supervision when assigned delegated nursing tasks.

Guidelines for RNs The RN should provide 1) general training; 2) student-­‐specific training; and 3) training for student involvement in self-­‐care. When possible, the student should be encouraged and allowed as much responsibility as can be safely appropriate.

Delegation of Duties The school RN provides training in student-­‐specific procedures for the essential caregivers who will be responsible for providing direct care for the student during the school day.

3 Types of Training General Training ; Student-­‐Specific Training; andTraining for student involvement in self-­‐care.

Key Components of general training for all school employees   Description of the health condition and appropriate actions required for the safety of all students; Example: Interventions for any student having a seizure.  DOES NOT mean giving a copy of the IHP to everyone (violation of confidentiality) Emergency ;and  Awareness component.

Personal Protective Equipment  Intended to reduce the risk of contact with blood and other potentially infectious materials for the caregiver AND to control the spread of infectious agents from student to student.  Appropriate personal protective equipment MUST be used in a CONSISTENT manner to reduce the risk of exposure.

Personal Protective Equipment Disposable gloves; Masks ; Protective eyewear; A combination of eyewear and mask; and/or Cover gowns or lab coats.

Student Specific Training Is always required even if personnel have provided similar care to another student.  People who are directly responsible for providing health care services to the student need comprehensive training to meet the individual needs of a student.  Provide: an overview; discussion of the procedure(s); and the emergency plan.

Activities of Daily Living Tasks performed by individuals everyday which allow the individual to function independently. Elimination Feeding Dressing Hygiene Physical mobilityHealth care workers play an important role in allowing the individual to maintain or relearn skills to achieve the highest level of functioning.

ELIMINATION Some students may need assistance with toileting, bowel and bladder training, and some will require the use of diapers.  Students with elimination difficulties may require psychosocial and physiological assistance.  Elimination assistance requires compassionate care.  Elimination assistance requires RESPECT.

Toileting To decrease the anxiety a student may feel with the exposure while toileting, remember to treat the student with RESPECT and provide as much PRIVACY as possible.

Bowel/Bladder Training Programs  Success of the program is strongly increased when consistency, good nutrition and timing are observed. A pattern of normal elimination MUST be established. Observing and documenting the student’s normal elimination pattern over a set period of time.  A student-­‐specific plan is developed.

Lifting/Transfers/Positioning Li fting and Transfers 1 person Lifting and Transfers 2 person Positioning

Feeding  Impaired feeding abilities occur for one or multiple reasons.  May require assistance with oral feedings or feedings through a surgically inserted feeding tube.  Procedure for bolus feedings as well as slow-­‐drip is included.

Gastrostomy Tube (G-­‐tube) A surgical opening in the stomach through the abdominal surface. A flexible catheter held in place by a balloon or a widened flat “mushroom” at the tip of the tube inside the stomach. Remains in place at all times. Closed between feedings. Causes no discomfort.

Possible problems with tube feedings Call RN immediately if Breathing difficulties-­‐STOP FEEDING IMMEDIATELY;  Nausea and/or cramping; Vomiting; Blocked gastrostomy tube; Bleeding, drainage, redness and/or irritation; and/or Leaking stomach contents.

Seizures Partial Seizures May or may not have loss of consciousness; Muscle twitching, repetitive motions, and “daydreams”; and/or May become generalized. Generalized SeizuresLoss of Consciousness; and/orBlank stares, sudden jerking movements. Absence Seizures (petit mal) Most common, blank stare.

Key points during seizure  Remain calm. Help the child to the floor. Move objects away from the child. DO NOT put anything into the child’s mouth. Once the jerking movements have stopped turn the child on his/her side. Follow IHP for length of seizure activity before medication administration. Stay with student until he/she is fully alert.

Document Seizure Episode Time of onset; Length of episode; Loss of consciousness; Loss of bowel/bladder continence; and Did the student return to pre-­‐episode state of alertness?

Ulcer Formation Four factors contributing to ulcer formation: Friction ; Prolonged pressure on one area; Shearing; and/or Moisture contact with the skin for extended periods of time.

Functional Living Skills Exercise Program Lifting Feeding Program Functional Walking Program Orthotic ProgramPositioning ProgramSensory ProgramStanding ProgramWheelchair Use

Diapering To decrease the student’s anxiety and the amount of time the student is exposed, gather all needed supplies before beginning diapering.

Special Education  “Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.” (Individuals with Disabilities Education Act, 2004, 34 CFR 300.26)  Students have conditions that range from mild health conditions to severe, multiple health conditions that have a profound and direct impact on their ability to learn.

What is a Paraprofessional ? Paraprofessionals are to assist and support the teacher in delivering services to students with disabilities.

The National Resource Center for Paraprofessionals (NCRP) definition of paraprofessionals is as follows: PARAPROFESSIONALS are school/agency employees Whose positions are either instructional in nature or who provide other direct services to children and youth and/or their families. Who work under the supervision of teachers or professional practitioners who are responsible for a) the design, implementation, and assessment of learner progress, and b) the evaluation of the effectiveness of learning programs and related services for children and youth and/or their families (Pickett, 1989). PARAPROFESSIONALS are school/agency employees who assist and support teacher directed instruction (Gerlach, 2003)

The role of a Paraprofessional …according to NCLB ( N o Child Left Behind legislation)

Paraprofessional Roles The following is cited in NCLB as appropriate roles for paraprofessionals Providing one-on-one tutoring for eligible students; Assisting with classroom management (such as organizing instructional and other materials); Providing assistance in a computer lab; Providing support in a library or media center;Acting as a translator;Providing, under the direct supervision of a teacher, instructional services.

Paraprofessional Roles The work performed by paraprofessionals will vary depending upon teachers ’ expectations, paraprofessionals ’ skills and experience, and job assignment. Paraprofessionals are primarily responsible for assisting and supporting teachers or other certified or licensed staff.

Major Responsibilities Work as a team Build and maintain effective communication Maintain student-centered supportive environments Implement lessons initiated by the teacher or related-service personnel Assess student needs and progress under teacher direction.

Other important responsibilities Learn school policies and procedures Perform assigned tasks Support curriculum and instruction Deal with student behavior Work with teachers and other supervisorsAssist students with special needsObtain training and professional developmentMaintain ethics and professionalism

The district Department of Special Education has designated the following paraprofessional positions: Resource Paraprofessional Severe Paraprofessional Speech / Language Paraprofessional Motor Paraprofessional Preschool Paraprofessional

The role of the paraprofessional may vary slightly, depending on which type of position they hold.

Position Description Resource Paraprofessionals… assist students from kindergarten through high school who are considered to have mild to moderate disabilities, usually in behavior and academic areas such as math, reading, and written language.

Position Description Severe Paraprofessionals… assist students from kindergarten through post high school who are considered to have more severe disabilities. Their disabilities are more obvious and they need more help with personal care, behavior and functional skills.

Position Description Speech / Language Paraprofessionals… work under the direction of Speech and Language Pathologists, assisting in providing services to students who have problems such as speech, articulation, oral language, and written language.

Position Description Motor Paraprofessionals… work under the direction of Occupational and Physical Therapists, assisting in providing “ motor ” services that may help students with moderate to severe physical disabilities increase their mobility, strength and flexibility.

Position Description Preschool Paraprofessionals… assist children ages 3 to 5 years old who have been identified as having some type of developmental delay at various district preschool locations throughout the county.

Major Responsibilities of Teachers in supervising paraprofessionals Plan the tasks that paras will perform Develop schedules for paras Appropriately delegate responsibilities to paras Monitor the day-to-day performance of paras Provide feedback and on-the-job training to parasShare relevant information about para strengths and training needs to principals and district Department of SPED

Other Important Responsibilities of Teachers Introduce the para to the classroom Provide clear instructions and complete information Assign and delegate tasks Discuss curriculum and instruction Discuss student behaviorPromote training and professional developmentGive feedback and recognition

The Principal ’ s Role The principal and/or other school administrators have the primary responsibility for: Recruiting, interviewing, and selecting paraprofessionals. Evaluating paraprofessionals and their supervising teachers.Promoting effective teamwork in the building and within teacher-paraprofessional teams.Take a leadership role in creating a school climate in which paraprofessionals have a professional identity.Provide an atmosphere of respect, recognition, and open communication.

District Support Designated personnel in the district office have the primary responsibility for: Recruiting, screening, and hiring paraprofessionals. Developing appropriate job descriptions. Developing appropriate policies for the employment and training of paraprofessionals. Introduce paraprofessionals to district policies and procedures.Introduce paraprofessionals to professional organizations such as the National Education Association (NEA), American Federation of Teachers (AFT), and the Council for Exceptional Children (CEC)

The Department of Special Education The Department of SPED will support the Teacher-Paraprofessional team by: Providing a clearly defined role. Meeting with all new teachers to make sure they understand their responsibilities in directing the work of paraprofessionals. Determine what local, state, and federal legal mandates exist for paraprofessional staff development and supervision.Providing professional development opportunities for paraprofessionals and those who supervise them.Design a professional development plan for paraprofessionals.

The Legal Definition of Special Education Special Education is specially designed instruction that meets the needs of exceptional children. This education may include specialized materials, carefully planned teaching strategies, and systematically designed learning environments.

In the early 1970's, advocacy groups fought for comprehensive services for all children emphasizing the worth and dignity of each individual.

There are several types of disabilities that make students eligible for special education services. In all cases the disability must adversely affect educational performance.

The various types of disabilities include: Autism -affecting verbal and nonverbal communication and social interaction Communication Disorder -speech/language impairments Deaf/Blindness-combination of hearing and visual impairments

Developmental Delay -deficits in physical, cognitive, communication, social or emotional or adaptive development

Hearing Impairment/Disability -hearing loss Other Health Impairment - (could be heart conditions, leukemia, Attention Deficit Disorder, or other diseases)

Emotional Disturbance -inability to maintain satisfactory relationships, inappropriate types of behavior, unhappiness or depression, or symptoms of fears, or inability to learn that cannot be explained by intellectual, sensory, or health factors

Orthopedic Impairment -a severe impairment which adversely affects a student ’ s educational performance, including impairments such as clubfoot, absence of some member, poliomyelitis, bone tuberculosis, cerebral palsy, amputations, etc.

Intellectual Disability -subaverage intellectual function with deficits in adaptive behavior

Multiple Disabilities -combination of disabilities (ID with Orthopedic)

Specific Learning Disability -processing problem that manifests itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations Traumatic Brain Injury-closed head injuries that adversely affect student’s educational performance

Visual Impairments -impairment in vision that adversely affects educational performance

Principles which guide the Special Education process: Student and parent rights Student and parent rights revolve around 3 basic concepts: Consent Participation Confidentiality

Principles which guide the Special Education process: 2. Equal Access This means access to a free, appropriate, public education for all students regardless of their ability to participate in educational experiences.

Principles which guide the Special Education process: 3. Right to Service This principle asserts the right of a student with disabilities to receive services which promote growth towards increased independence and competence.

Principles which guide the Special Education process: 4. Respect for Dignity It is the intent that students with disabilities be afforded the same degree of dignity and respect that is afforded other students.

Principles which guide the Special Education process: 5. Least Restrictive Environment (LRE) This principle demands that each student with disabilities receive appropriate services in environments that promote interaction with non-disabled peers to the maximum extent possible to that student’s needs.

The Special Education Process There are several steps in the process of how a student is identified as having a disability

The Special Education Process Students go through a child-centered educational process to receive special education services. It is call “ child-centered ” because the major goal is to meet each student’s individual educational needs.

The Special Education Process When a student is referred for consideration for special education services, the following steps are taken. Parents are asked if they consent to having the student tested. If so, a comprehensive individual assessment (testing) is completed, and parents have the right to be part of this process. Then a multidisciplinary team meeting is held at which time the parents are invited to participate.

The Special Education Process If a student is eligible for and needs special education services, the following additional steps are taken. An individualized education program (IEP) is developed. The IEP is reviewed at least annually. Assessment data and eligibility determination is reviewed at least every 3 years.

More about the IEP ( I ndividualized E ducation Program)

IEP The IEP is based on the student ’ s current skills, abilities, and educational needs that were identified during the testing process. It describes: Which services the student needsHow the services will be provided

IEP The IEP must be developed before special education services can be provided. It must be implemented as soon as possible after it has been developed.

IEP The IEP includes measurable goals to enable the student to be involved and progress in the general education curriculum.

IEP The IEP also indicates if there are any “ related service ” needs as determined by testing.Related services may include transportation, occupational therapy, physical therapy, speech therapy, visual therapy, provision of adaptive equipment, etc.

IEP E xtended S chool Year services are indicated for certain eligible students.ESY services are individualized instructional programs that extend beyond the traditional school year (summer).Some paraprofessionals may be asked to work during ESY to assist in providing services to students.

IEP Paraprofessionals play an important role in the IEP process. Not only do they assist in providing instruction to students, they will collect data and information that is crucial to teachers in making educational decisions regarding the students.

Hopefully this presentation has helped you become more familiar with paraprofessionals, what they do, and how important they are.

Questions