Individual Learning Differences

1
Individual Learning Differences
Special Education Paraeducator Credential of
Competency Standard 3

• Pennsylvania Training and Technical Assistance
  Network (PaTTAN)
• February 12, 2008

2
Local Policy

• Your local districts policies regarding Para
  educator job descriptions, duties, and
  responsibilities prove the final word!

3
Agenda

• Learner Outcomes and Purpose of Training
• Define own culture and beliefs
• Describe basic cultural factors influencing
  families that may assist or impede active
  involvement

4
Agenda

• Explore Individual Learning Differences
• Discuss Communication Styles
• Recognize Indicators of Abuse or Neglect

5
Learner Outcomes

• Participants will
• Define own culture and beliefs
• Discuss culture appreciation
• Examine how values and beliefs influence
  interactions with others
• Discuss communication styles and their effect on
  working with others

6
Learner Outcomes

• Participants will
• Describe basic cultural factors influencing
  families that may assist or impede active
  involvement
• Describe indicators of abuse or neglect.
• Recognize indicators of abuse and neglect

7
Culture and Beliefs

• Class Background
• Inventory Activity

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Towards Cross-Cultural Competence
Culture and Beliefs
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Cross-Cultural Competence
Culture and Beliefs

• the ability to feel and act in a respectful,
  comfortable way with others who come from
  different backgrounds be it different social
  backgrounds, linguistic backgrounds, or cultural
  backgrounds

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Cross-Cultural Competence
Culture and Beliefs

• is on-going because culture is dynamic, we meet
  different people everyday
• the process of cross-cultural competence is a
  life-long voyage

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CULTURE
Culture and Beliefs

• A way of perceiving, believing, evaluating, and
  behaving
• A framework that guides lifes practices
• Is learned, shared, and is always changing

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CULTURE
Culture and Beliefs

• Way of life of a group of people
• A shared world view
• Values and beliefs
• Roles and responsibilities
• Standard of behavior
• Preferences

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CULTURE
Culture and Beliefs

• Unique characteristics
• Specialized needs
• Implications for
• academic
• social
• emotional

14
Interaction of Multiple Cultures
Culture and Beliefs

• Culture of the Family
• Culture of the Program or School System
• Culture of the Disability

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Parents Perspective

• Respect Family Cultures
• Learn from diversity
• Parents/siblings educate classmates

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Individual Learning Differences

• Individual Learning Differences

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STEREOTYPES
Individual Learning Differences

• Oversimplified perceptions, opinions, or beliefs
  regarding a person or group
• Belief that all people from a particular group
  are the same

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Stereotypes Activity
Individual Learning Differences

• What stereotypes do we have about children and
  adults who are blind or visually impaired?
• What stereotypes do we have about children and
  adults with disabilities?
• How do these stereotypes influence our
  expectations and instruction?

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Individual Learning Differences

• Teaching to all
• Learning styles
• Motivational styles
• Strengths and challenges of each student

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Individual Learning Differences

• Develop relationships with families
• Knowledge of individual students
• Understanding of various disabilities

21

Individual Learning Differences

• Intellectual
• Physical
• Sensory
• Communication/emotional

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PARENTS PERSPECTIVE

• Please remember to keep the I for Individual
  in IEP
• Children are like snowflakes
• Each child learns differently
• Each learning disability affects each child
  differently

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Communication Styles

• Communication Styles

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Nonverbal Communication
Communication Styles

• Silence
• Proximity
• Touching
• Eye contact
• Emotional expressiveness
• Gestures

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Communication Styles
Communication Styles

• On the handout mark the Communication Hooks
  that bother you
• Why are they bothersome?
• How do you respond when you encounter them?

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PARENTS PERSPECTIVE

• ALTERNATIVE
• COMMUNICATION STYLES
• When No means something else

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• Child Abuse and Neglect

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w
Child Abuse and Neglect

• What Should You Do?????

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Child Abuse and Neglect
Forms of Child Abuse

• Physical neglect
• Physical abuse
• Mental abuse
• Sexual abuse or exploitation

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Physical Neglect
Indicators of Abuse and Neglect

• Physical Characteristics
• Hungry or always tired.
• Frequent absences.
• Poor hygiene.
• Clothing is inappropriate for weather conditions.

• Behavioral Characteristics
• Lying or Stealing.
• Unresponsive.
• Doesnt relate well to others.
• Alcohol or other drug abuse.

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Physical Abuse
Indicators of Abuse and Neglect

• Physical Indicators
• History of injuries
• Head trauma, fractures, abdominal trauma, burns
• Abnormal bruising

• Behavioral Indicators
• Self destructive
• Withdrawn and/or aggressive
• Wears clothing inappropriate to weather
• Wary of adult contact

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Mental Abuse
Indicators of Abuse and Neglect

• Physical Indicators
• Child may seem afraid of his/her parents.
• Parents may blame child for all wrongdoing.
• Parents may give contradictory or evasive
  information.
• Childs boundaries are violated.

• Behavioral Indicators
• Extremes in behavior
• May be inappropriately adult or infantile
• Child may display antisocial or neurotic traits

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Sexual Abuse or Exploitation
Indicators of Abuse or Neglect

• Physical Indicators
• Has difficulty walking or sitting.
• Bruises or bleeding in genital area.
• Torn, stained or bloody underclothing.
• Venereal disease.

• Behavioral Indicators
• Precocious sexual knowledge.
• Verbal disclosure.
• Inappropriate sexual behavior.
• Extra layers of clothing.

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ChildLine NumberWhere abuse is reported
Indicators of Abuse and Neglect
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Wrap Up

• Participants will
• Define own culture and beliefs
• Discuss culture appreciation
• Examine how values and beliefs influence
  interactions with others
• Discuss communication styles and their effect on
  working with others

36
Wrap Up

• Participants will
• Describe basic cultural factors influencing
  families that may assist or impede active
  involvement
• Describe indicators of abuse or neglect.
• Recognize indicators of abuse and neglect

37
Wrap Up

• Complete the Paraeducator Development Plan
• Complete Session Evaluation

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Upcoming Paraeducator Trainings

• Videoconferences for 2007-2008
• March 18, 2007 Instructional Strategies
  Standard 4
• April 22, 2007 Learning Environments and Social
  Interactions Standard 5
• Videoconferences are presented at sites across PA
  and are scheduled from 415 to 615.

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Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor

Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Name of Consultant, Email
address www.pattan.net