Effective Support in Inclusive Classrooms

FACILITATED BY JENNIFER GONDEKINSTRUCTIONAL SPECIALIST FOR

INCLUSIVE EDUCATIONTST BOCES

JGONDEK@TSTBOCES.ORG

Effective Support in Inclusive Classrooms

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.

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)

1:1 Aide

Teaching Assistant

Program AssistantClerical Assistant

What do paraprofessionals do?

Caregiver Facilitator

Roles of a Paraprofessional

Social Support

Academic Support

Physical Support

Behavior Support

What is special education?

Special education is individualized instruction (specially designed) designed to meet the unique needs of certain students.

Part of general educationAt no cost to the parentsFunded by local and federal governments.

A SERVICE, NOT A PLACE

Resource Room Direct ConsultIndirect Consult Self-Contained

Integrated Co-Taught

Settings

Resource RoomsSelf-Contained ClassroomsInclusive (General Ed or Co-taught)

ClassroomsCommunity-Based Classrooms

Inclusion

Dis/Abilities

Specific Learning Disabilities

Autism

Developmental Delay

Other Health Impairment

Intellectual Disability

Emotional Disturbance

Other

Hearing impairment 1.19%Orthopedic/Physical 1.04 %Visual impairments 0.42%Traumatic Brain Injury 0.39%Deafblindness 0.03%

45.30%

3.20%

8.86%

7.83%

9.25%

1.31%

3.07%

13 Federally Recognized Categories

AutismDeafblindnessDeafnessEmotional DisturbanceHearing ImpairmentMental RetardationMultiple DisabilitiesOrthopedic ImpairmentsOther Health ImpairmentsSpecific Learning DisabilitiesSpeech and LanguageVisual Impairment including BlindnessTraumatic Brain Injury

General Ed.

Special

Ed.

General Ed.

Special Ed.

Brief History of Special Education

Brief History of Special Education

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.General Education

Alternate Placement

History

Access Accountability

Separate Inclusive

Placement Service

AttendanceHigh Expectations

Accommodate Design for Access & Modifyand Participation by All

Individualized Education Plans

I.E.P.

•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

What? How well?

How will we

know?

When do we assess

?

Working As a Team

•Paraprofessional

•Special Educator

•General Educator

•Family

•Therapists (OT, PT, SL)

•Psychologists

•Social Workers

•Vision Teachers

•Audiologists

Communication

Making the time to communicate

*set a designated meeting time*

Communication NotebookE-mail

MailboxProofread notes home to parents

Lesson plan sharing

Paraeducator Communication Folder

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?

Presuming Competence

LEAST DANGEROUS ASSUMPTION

Growth Mindset

Person-First Language

Instead of this…. Say This….The learning disabled student, Gail.

Gail has a learning disability.

Jeff is retarded. Jeff has a cognitive disability.

Torey is nonverbal. Torey communicates with her eyes and switch device.

Ben is in special ed. Ben receives special education services.

Dennis can’t write. Dennis writes using the computer.

Anna has vision problems. Anna needs a magnification device.

Multiple Intelligences

Reflection