Utah Special Education Paraeducator Handbook - Granite School ...

More documents

Recommendations

Info

People First Language The idea of "People First Language" is not based on political correctness. It is based on the idea that people are not their disability. They are simply people who have a disability. The disadvantage of this practice is that it can get awkward at times. Like many other good ideas, it can be taken to an extreme. Some groups who represent people with disabilities reject the idea of People First Language. They feel that the disability is an important part of their identity. Regardless, it is always important to focus on the individual instead of their disability. Examples of People First Language: Instead of: 1. Park the "wheelchairs" over there. OR Put the wheelchair kids over there. 2. We will invite the LD kids and the ID kids to the activity. 3. “Normal” or “regular” students 4. Deaf students or blind students 5. Non-verbal student 6. A classroom with a door labeled “Special Education” or “Autism” Try: 1. Put the students in wheelchairs over there 2. We will invite the kids in the ID classes and LD classes to the activity. 3. Student is without disabilities OR “typical” students 4. Students who are deaf/blind 5. This student communicates with his eyes/a device/etc. 6. A classroom with a door labeled with the teacher’s name – like other classrooms. We also need to avoid derogatory slang that is related to Special Education terms: That's "retarded." "Hey, you retard." Well, aren't you "special?" Utah Paraeducator Handbook Page 70
Responsibilities Matrix for Paraeducator and Teacher Teams Lesson Plans Classroom Management Plans IEP File maintenance Communication with parents Assessments Progress monitoring Confidentiality Conflict resolution Paraeducator Assists in the implementation of student's plans. May include instruction, material preparations, teacher support, etc. Assists in implementing student behavior and classroom management plans. Attends IEP meetings when invited. Provides information regarding a student’s progress. Supports the delivery of services as assigned. When part of the job description, accesses or maintains files after being trained. Keeps file information confidential. When assigned, may contact parents to obtain or present information. Should NOT make recommendations or express personal opinions without direct assignment by the teacher. When trained, administers assessments as assigned by the teacher. Collects and records data as assigned by the teacher. Discusses student issues only with the teacher and other people only when authorized by the teacher. Learns and follows the "Chain of Command" appropriately. Takes responsibility for resolving conflicts constructively. Teacher Creates and implements daily lesson plans. Supervises paraeducators implementation of lesson plan. Creates and implements student behavior and classroom management plans. Supervises paraeducators implementation of management plans. Develops and may conduct IEP meetings, implements and monitors IEP services. Maintains student files and records. Keeps file information confidential. Communicates with parents about student progress. Reviews ALL letters and other communications sent home to parents. Determines and administers appropriate assessments. Summarizes results and takes appropriate action. Reviews and monitors the academic and behavioral progress of all students and makes data based decisions. Trains paraeducators in data collection procedures. Discusses student issues only with authorized individuals. Reviews the requirement of maintaining confidentiality with paraeducators, volunteers, and peer tutors. Effectively communicates expectations. Follows the "Chain of Command" appropriately. Resolves conflicts using appropriate problem solving strategies. Utah Paraeducator Handbook Page 71
Page 1 and 2:
Utah Paraeducator Handbook
Page 3:
Utah Paraeducator Handbook Handbook
Page 7 and 8:
Table of Contents Introduction ....
Page 9 and 10:
Introduction If you are reading thi
Page 11 and 12:
Utah Standards for Instructional Pa
Page 13 and 14:
Standard 1 Support instructional op
Page 15 and 16:
cycle (lesson plan) which gives stu
Page 17 and 18:
To conduct Choral Responding you ne
Page 19 and 20:
to maximize student achievement. St
Page 21 and 22:
with any precision, especially stud
Page 23 and 24:
Standard 2 Demonstrate professional
Page 25 and 26:
2. Omitting information - that is,
Page 27 and 28: Your job description tells you what
Page 29 and 30: You should avoid: being on sch
Page 31 and 32: the cabinet and review a student’
Page 33 and 34: D. Have a positive attitude and con
Page 35 and 36: Ten Steps Toward Cultural Sensitivi
Page 37 and 38: Wash your hands after coming into c
Page 39 and 40: Lockdowns are commonly used to prot
Page 41 and 42: Standard 3 Support a positive learn
Page 43 and 44: Antecedent Behavior Consequence For
Page 45 and 46: To be effective, praise should be:
Page 47 and 48: frustrations, anger, or fears. Your
Page 49 and 50: 1. " (Name) (Direction please." 2.
Page 51 and 52: G. Assist in monitoring learners an
Page 53 and 54: Standard 4 Communicate effectively
Page 55 and 56: Section 2: Supporting Competencies:
Page 57 and 58: Typically, the chain of command wou
Page 59 and 60: agency, a coworker, or a member of
Page 61 and 62: Community Relationships Depending o
Page 63 and 64: References Americans with Disabilit
Page 65 and 66: Appendix Utah Paraeducator Handbook
Page 67 and 68: ED or BD ELL ESY FAPE FERPA File Ho
Page 69 and 70: SID Special Education SPED/LEP SSI
Page 71 and 72: That said, here is some information
Page 73 and 74: Emotional Disturbance These student
Page 75 and 76: Speech-Language Impairment This cla
Page 77: Teach organizational skills. Allow
Page 81 and 82: Supervisor/Administrator's Self Eva
Page 83 and 84: Center on Personnel Studies in Spec
show all

Utah Special Education Paraeducator Handbook - Granite School ...

Create successful ePaper yourself

Delete template?

Save as template?