Special Education Paraeducators Role in Supporting Students in Community Settings

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Special Education Paraeducators Role in
Supporting Students in Community Settings
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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.
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Paraeducator Development Plan
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District, IU, Preschool Agency Policy

• Your local district, IU or preschool agencys
  policies regarding paraeducator job descriptions,
  duties, and responsibilities provide the final
  word!

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Agenda

• Welcome and Learner Outcomes
• What Community-Based Instruction Is and Why We
  Provide It
• When We Provide Community-Based Instruction
• Identifying Long and Short-Range Goals
• The Continuum of Community-Based Instruction
• Roles of Paraeducators in Supporting Students in
  Community-Based Settings

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Learner Outcomes

• Participants will
• Discuss the benefits of providing community-based
  instruction for students with disabilities
• Examine methods for determining long and
  short-range goals for students with disabilities
• Describe the continuum of community-based
  instruction for students with disabilities
• Discuss the roles of paraeducators in supporting
  students in community-based instruction

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Activity

• Find a partner
• Read the scenario
• Discuss the questions with your partner
• Write your answers
• Whole group discussion

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What is Community-Based Instruction?

• Education provided in real-life settings outside
  of a school building
• Extension of school-based educational experiences
• Based on a students IEP goals
• Planned and occurs frequently as a regular part
  of instruction
• Requires Progress Monitoring

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What Community-Based Instruction Is Not

• Field Trips!
• Enrichment
• Once a year

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Why We Provide Community-Based Instruction

• Many students with disabilities have difficulty
  applying skills taught in the classroom to
  real-life situations
• Opportunity to practice skills taught in
  classroom in authentic settings
• Opportunity to explore future career choices

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When We Provide Community-Based Instruction

• Start at an early age
• On-going throughout the school years
• Later as part of a students Transition Plan

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When We Provide Community-Based Instruction
Adapted from Syracuse Community-Referenced
Curriculum Guide, 1989
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When We Provide Community-Based Instruction
 
 
 
 
 
 
 
Adapted from Syracuse Community-Referenced
Curriculum Guide, 1989
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When We Provide Community-Based Instruction
 
 
Adapted from Syracuse Community-Referenced
Curriculum Guide, 1989
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When We Provide Community-Based Instruction
 
Adapted from Syracuse Community-Referenced
Curriculum Guide, 1989
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Identifying Long and Short Range Goals

• IEP Process
• Assessment
• Curriculum

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IEP Process

• The Team
• Present Level of Educational Performance (PLEP)
• Determining Goals
• Transition Planning

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Assessment

• Ecological Analysis
• Four Domains
• Home
• Community
• Work
• Leisure/Recreation

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Ecological Analysis Home

• How will the student take care of basic daily
  needs?
• Housing, income, food, clothing, hygiene, etc.
• Levels of support
• Independent living
• Living with family or friends
• Supported living
• Group Home
• Supervised apartment
• Adult foster care
• Nursing home

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Ecological Analysis Home

• Possible skills needed for home environment
• Academic skills
• Reading, writing, math, telling time, money, etc.
• Daily living skills
• Cooking, cleaning, laundry, hygiene, food and
  clothes shopping, money management, etc.
• Social skills
• Using the telephone, eating, entertaining guests,
  time management, etc.

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Ecological Analysis Community

• What services will the student need to access?
• Medical
• Legal
• Transportation
• Educational
• Case Management
• Local agencies
• Police, fire, ambulance, etc.
• What level of support is needed?

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Ecological Analysis Community

• Possible skills needed for community environment
• Academic skills
• Reading, writing, math, etc.
• Social skills
• Self-advocacy
• Sex education

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Ecological AnalysisWork

• A realistic goal for many students with
  disabilities
• Many benefits of work
• Levels of support
• Regular employment
• Job placement/transitional employment
• Supported employment
• Sheltered employment
• Non-work options
• Adult therapeutic center
• Adult day program
• Volunteering

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Ecological Analysis Work

• Possible skills needed for work environments
• Academic skills
• College, reading, writing, math, telling time,
  filling out an application, etc.
• Specific work skills
• Vocational training, computer use, assembly
  skills, time clock, etc.
• Social skills
• Interacting with supervisor, co-workers, clients,
  etc.
• Daily living skills
• Appropriate dress, hygiene, eating at work,
  bathroom, etc.

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Ecological Analysis Recreation/Leisure

• What types of activities would the student
  participate in as an adult?
• Hobbies
• Sports
• Religious participation
• Community organizations
• Clubs
• Restaurants
• What level of support is needed?

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Ecological Analysis Recreation/Leisure

• Possible skills needed for recreation/leisure
  environment
• Academic skills
• Reading, writing, math, etc.
• Daily living skills
• Eating, time management, hygiene, appropriate
  dress, transportation, etc.
• Social skills
• Calling to plan a date
• Appropriate interactions with peers,etc.

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Curriculum

• Curriculum is determined from
• Present Level of Educational Performance (PLEP)
• Skill acquisition rate
• Goals from ecological analysis
• Time left in school
• What, Where, When to teach

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Identifying Long and Short Range Goals

• Lets look at Wendy
• Read Description of Student, Present Level of
  Educational Performance and Post-School Goals
• Underline words or phrases that might help team
  determine appropriate Community-Based Instruction
  for Wendy

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The Continuum of Community-Based Instruction
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The Continuum of Community-Based Instruction

• Shopping food, clothing, etc.
• Money management
• Selecting and maintaining a residence
• Eating at home and in the community
• Caring for personal health needs

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The Continuum of Community-Based Instruction

• Transportation
• Health services
• Local agencies
• Clubs and organizations
• Communication

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The Continuum of Community-Based Instruction

• College
• Credit courses
• Auditing

• Apprenticeship
• Job Shadowing
• Job Sampling

• Adult Day Program

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The Continuum of Community-Based Instruction

• Playing a sport
• Engaging in a hobby
• Listening and asking questions
• Monitoring and controlling behavior
• Solving problems
• Asking for help
• Developing relationships

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Activity - You Are the Team

• Lets look at Jordan
• Form groups of three or four.
• Read Jordans information
• Determine the goals and supports needed for the
  student
• We will share out

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Realities of Community-Based Instruction

• Critical to student skill development
• Logistical issues
• Dependent on Creative Solutions
• Staff/Student Ratio
• Paraeducators play a big role

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Supporting Students in Community Settings

• Paraeducators Roles and Responsibilities
• May be invited to participate in IEP Process
• Data collection
• IEP meeting
• Goal development
• Carry out instructional plans developed by
  teacher
• In classroom
• In community settings
• Across all educational domains

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Supporting Students in Community Settings

• Paraeducators Roles and Responsibilities
• Data Collection
• Ongoing for progress monitoring
• Periodic for IEP review and as needed
• May act as a job coach
• Use a checklist to define roles and
  responsibilities

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Learner Outcomes

• Participants will
• Discuss the benefits of providing community-based
  instruction for students with disabilities
• Examine methods for determining long and
  short-range goals for students with disabilities
• Describe the continuum of community-based
  instruction for students with disabilities
• Discuss the roles of paraeducators in supporting
  students in community-based instruction

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References

• Falvey, M.A. (PhD.), Community-Based Curriculum
  Instructional Strategies for Students with Severe
  Handicaps(Second Edition), Baltimore, Maryland
  Paul H. Brooks, 1989.
•  
• Ford, A., Schnorr, R., Meyer, L., Davern, L.,
  Black, J., Dempsey, P., The Syracuse
  Community-Referenced Curriculum Guide for
  Students with Moderate and Severe Disabilities
  Baltimore, Maryland Paul H. Brooks, 1989.
•  
• Loyd, R.J., Brolin, D.E., Life Centered Career
  Education Modified Curriculum for Individuals
  with Moderate Disabilities Arlington, Virginia
  Council for Exceptional Children, 1997.
•  

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References (cont.)

• University of Kentucky
• http//www.ihdi.uky.edu/pek/training20modules/tr
  aining20overview.htm
• Assisting Students with Disabilities A Training
  Program for Paraeducators Module 7 Introduction
  to Transition Issues. 
• Wehman, P., Life Beyond the Classroom Transition
  Strategies for Young People with Disabilities
  Baltimore, Maryland Paul H. Brooks, 1992.

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Session Evaluation

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Upcoming Paraeducator Trainings

• Videoconferences for 2004-2005
• Supporting Students in Inclusive Settings
  October 14
• Paraeducators Role in Mathematics Instruction
  December 14
• Strategies for Helping Students Become
  Independent January 25
• Paraeducators Role in Reading and Language Arts
  Instruction April 27
• Videoconferences are presented at sites across PA
  and are scheduled from 4 to 530

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Upcoming Paraeducator Trainings

• Paraeducator Spring Seminar at a Hotel
• April 1 and 2, 2005
• Topic Progress Monitoring
• Location to be Determined
• PaTTAN Website www.pattan.k12.pa.us