The Paraeducators Role in the IEP Process - PowerPoint PPT Presentation

Loading...

PPT – The Paraeducators Role in the IEP Process PowerPoint presentation | free to view - id: 82fc3-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Paraeducators Role in the IEP Process

Description:

... or endurance caused by health problems like asthma, diabetes, or epilepsy. ... Allow student to keep extra set of books at home ... – PowerPoint PPT presentation

Number of Views:116
Avg rating:3.0/5.0
Slides: 53
Provided by: hsei
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: The Paraeducators Role in the IEP Process


1
Overview of Disabilities
2
Paraeducator Development Plan Menu (to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
3
Paraeducator Development Plan
4
Local Policy
  • Your local districts policies regarding
    paraeducator job descriptions, duties, and
    responsibilities provide the final word!

5
Agenda
  • How do students qualify for special education?
  • What is a special education program?
  • Disability categories and the Paraeducators role
    in supporting students with disabilities

6
Learner Outcomes
  • Identify eligibility criteria for special
    education
  • Identify thirteen (13) disability categories as
    listed in IDEA
  • Discuss Paraeducators role in supporting
    students with disabilities

7
  • What do you already know?
  • Handout 1
  • Pre-Test

8
How Do Students Qualify for a Special Education
Program? Evaluation
  • Referral
  • Evaluation team
  • Gather information to answer two questions
  • Write an evaluation report

9
What is a Special Education Program?
  • Individualized Education Program (IEP)
  • Outlines goals and objectives, when applicable,
    and supports needed so that the student
  • Can achieve proficiency in the PA Academic
    Standards and
  • Can successfully learn how to live, work and
    play in his community
  • Is directly related to the general education
    curriculum

10
Disability Categories
  • Need to identify
  • For eligibility
  • To better match student services to student needs

11
Thirteen (13) disability categories as listed in
IDEA
  • Autism
  • Deaf-blindness
  • Deafness
  • Emotional disturbance
  • Hearing impairment
  • Mental retardation
  • Multiple disabilities

12
Thirteen (13) disability categories as listed in
IDEA (cont)
  • Orthopedic impairment
  • Other health impairment
  • Specific learning disability
  • Speech/language impairment
  • Traumatic brain injury
  • Visual impairment

13
Disabilities Overview
  • Total Enrollment in Pennsylvania 1,830,684
  • Total Special Ed Enrollment 270,075 14.8
  • Specific Learning Disability 53.9
  • Speech or Language Impairment 16.0
  • Emotional Disturbance 9.7
  • Mental Retardation 9.4
  • Other Health Impairment 4.4
  • Autism 3.2
  • Hearing Impairment Including Deafness 1.1
  • Multiple Disabilities 1.1
  • Visual Impairment Including Blindness 0.4
  • Orthopedic Impairment 0.3
  • Traumatic Brain Injury 0.3
  • Deaf-Blindness 0.0
  • Gifted-only Total 71,830 3.9

14
Disability Categories Autism
  • Autism is a developmental disorder significantly
    affecting verbal and nonverbal communication.
    Students with this disability have difficulties
    with communication, behavior, and social skills.

15
Disability Categories Autism (cont)
  • What might you do?
  • provide structure in routine and classroom
    environment
  • prepare students for changes in routine
  • use very concrete language
  • make language visual
  • observe activities and
  • choices

16
Disability Categories Deaf-Blindness
  • Deafblindness is the combination of a visual
    impairment and a hearing loss.
  • Educational approaches to address one of these
    problems may not be the best way to help a
    student learn.

17
Disability Categories Deaf-Blindness (cont)
  • What might you do?
  • Maximize the use of vision and hearing
  • Learn successful procedures for greeting each
    student
  • Help students orient themselves to classroom,
    bathroom, cafeteria, etc…

18
Disability Categories Deafness
  • Deafness is a hearing loss so severe that the
    child cannot get information through the sense of
    hearing even with the use of amplification.

19
Disability Categories Deafness (cont)
  • What might you do?
  • Help the student learn to operate their listening
    device
  • Meet with interpreter to share homework,
    vocabulary
  • Look at environment for best
  • seating
  • Work with others to follow good
  • communication behavior
  • Facilitate student learning

20
Disability Categories Hearing Impairment
  • Hearing impairment means an impairment in
    hearing, whether permanent or fluctuating, that
    adversely affects a childs educational
    performance. It is not as severe as deafness.

21
Disability Categories Hearing Impairment (cont)
  • What might you do?
  • Optimize learning environment
  • Organize their instructional materials
  • Communicate clearly
  • Promote self-advocacy

22
Activity
  • Please look at Handout 2.
  • Consider the disabilities that we have just
    discussed autism, deaf-blind, deafness, and
    hearing impairment.
  • Answer the two questions on the handout relating
    to these disability categories.

23
Disability Categories Emotional Disturbance
  • A condition exhibiting one or more of the
    following characteristics which occur over a
    period of time, and to a marked degree, which
    affect a childs ability to learn
  • -inability to learn which cannot be explained by
    intellectual, sensory or health factors
  • -inability to build or maintain satisfactory
    interpersonal relationships with peers
  • and teachers

24
Disability Categories Emotional Disturbance
(cont)
  • -inappropriate types of behavior or feelings
    under normal circumstances
  • -a general pervasive mood of unhappiness or
    depression
  • -a tendency to develop physical symptoms or fears
    associated with personal or school problems

25
Disability Categories Emotional Disturbance
(cont)
  • What might you do?
  • Keep rules short
  • Check for understanding
  • Provide verbal cues to students to remind them to
    prepare for changing classes or going home
  • Give written cues such as schedules or To Do
    lists
  • Remain patient

26
Disability Categories Mental Retardation
  • Children with this disability have impaired
    mental development which adversely affects their
    educational performance, and who exhibit impaired
    adaptive behavior in learning, maturation, or
    social development.

27
Disability Categories Mental Retardation (cont)
  • What might you do?
  • Make instruction and practice more concrete and
    personally relevant by relating them to tasks and
    experiences the child understands
  • Provide additional practice on skills
  • Provide social skill instruction
  • Repeat instructions or activity descriptions
  • keep directions simple

28
Disability Categories Multiple Disabilities
  • A child with multiple disabilities is a child who
    has several disabilities together (such as mental
    retardation, along with blindness or orthopedic
    problems) that cause a need for many educational
    services.

29
Disability Categories Multiple Disabilities
(cont)
  • What might you do?
  • Provide physical support in daily activities such
    as dressing, feeding, toileting
  • Learn positioning techniques
  • Use safe lifting techniques
  • Ask for training in specialized areas if you need
    it (tube feeding, seizures)

30
Activity
  • Matching test
  • Handout 3 A

31
Disability Categories Orthopedic Impairment
  • Children with this disability have skeletal
    problems which may be first seen at birth (i.e.,
    clubfoot, cerebral palsy), may be the result of
    disease (i.e., polio), or may be the result of an
    accident (i.e., amputation).

32
Disability Categories Orthopedic Impairment
(cont)
  • What might you do?
  • Learn to accommodate the classroom environment
  • Use assistive devices for writing skills and
    communication
  • Consider inclusion issues

33
Disability Categories Other Health Impairment
  • Children with this disability have limited or
    heightened sensitivities to their environment, or
    limited strength or endurance caused by health
    problems like asthma, diabetes, or epilepsy.

34
Disability Categories Other Health Impairment
(cont)
  • What might you do?
  • Be sure you know which of your students has which
    health problem
  • Get clear direction on what you need to do in an
    emergency
  • Monitor safety and health

35
Activity
  • Please look at Handout 2 again.
  • Consider the disabilities that we have just
    discussed emotional disturbance, mental
    retardation, multiple disabilities, orthopedic
    impairment, and other health impairment.
  • Answer the two questions on the handout relating
    to these disability categories.

36
Disability Categories Specific Learning
Disability
  • This is a disorder in one of the basic ways
    students process, use, or relay information like
    listening, thinking, reading, writing, spelling,
    or math calculation or problem solving.

37
Disability Categories Specific Learning
Disability (cont)
  • What might you do?
  • Adapt the physical environment
  • Provide organizational changes in areas such as
    time, instructional methods, or materials
  • Use advance organizers (outlines, study guides,
    focus questions) to structure classroom
  • Allow more time for assignments, projects

38
Disability Categories Speech/language Impairment
  • This is a disability that affects communication
    such as stuttering or not being able to make
    certain vocal sounds.
  • It may also be a language delay or voice
    impairment.

39
Disability Categories Speech/language Impairment
(cont)
  • What might you do?
  • Prepare the class
  • Adapt the physical environment
  • Provide many opportunities for student to
    interact verbally
  • With student who stutters, use nonverbal
    listening skills

40
Disability Categories Traumatic Brain Injury
  • Traumatic brain injury is a disability caused by
    a head injury that may impair memory, problem
    solving, or judgment.

41
Disability Categories Traumatic Brain Injury
(cont)
  • What might you do?
  • Provide a structured environment
  • Shorten homework assignments
  • Use lots of drill and practice
  • Break instruction into smaller amounts of time
  • Allow student to keep extra set of books at home
  • Be clear on classroom rules expectations
    …repeat them often

42
Disability Categories Visual Impairment
  • Students with this disability are blind or have
    low vision.
  • Most students with visual impairments can see
    some things
  • Some have visual impairment as their only
    disability, others have multiple disabilities
  • This is a low incidence but very diverse group
    of students

43
Disability Categories Visual Impairment (cont)
  • What might you do?
  • Use concrete materials and tactile aids like
    relief maps, math manipulatives, and raised-line
    paper for writing
  • Encourage hands-on learning
  • Produce modified materials on a copier, computer
    or produce braille
  • Help students see, i.e. incidental learning
  • Expect the student to actively participate and be
    engaged

44
Activity
  • Please look at Handout 2 one more time..
  • Consider the disabilities that we have just
    discussed specific learning disability,
    speech/language impairment, traumatic brain
    injury, and visual impairment.
  • Answer the two questions on the handout relating
    to these disability categories.

45
Activity
  • Matching test
  • Handout 3 B

46
  • What do you know now?
  • Handout 1
  • Pre-Test review

47
  • What do you know now?
  • 1) Name one person who might be on the
    students evaluation team.
  • 2) When a hearing loss is so severe that the
    child cannot get information through the sense of
    hearing even with the use of amplification he is
    said to have what disability?
  • 3) What disability causes problems with
    communication, behavior, and social skills?

48
  • What do you know now?
  • 4) Write down one of the two
  • questions that must be answered YES
  • for a child to qualify for special
  • education.
  • 5) For which disability categories should you
    provide a structured environment?
  • 6) A child with a pervasive mood of unhappiness
    or depression may have what disability?

49
  • What do you know now?
  • 7) Students with what disability may
  • benefit from the repetition of instructions
    or activity descriptions and keeping directions
    simple?
  • 8) A child who has several disabilities together
    probably fits into this disability category.
  • 9) This is a disorder in one of the basic ways we
    process, use, or relay information.
  • 10) Name one disability which may result in
    students having poor social skills.

50
What have we talked about?
  • Identify eligibility criteria for special
    education
  • Identify thirteen disability categories as listed
    in IDEA
  • Discuss Paraeducator's role in supporting
    students with disabilities

51
Wrap Up
Wrap Up
  • Complete Paraeducator Development Plan
  • Complete Session Evaluation

52
Upcoming Paraeducator Trainings
PaTTAN Website www.pattan.k12.pa.us
About PowerShow.com