Paraprofessional manual north dakota

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Describes population served and step-by-step procedures and scenarios for meeting their needs. Includes illustrations and representative documents. Mary W. Lasater, Ed. Johnson, Ed. Fitzgerald, M. LifeLines is a comprehensive series of six trainng modules developed to prepare pre-service and in-service paraeducators during staff development and mentoring opportunities. The modules incorporate experimential learning activities, as well as left and right brain activities to ensure that the needs of a variety of adult learners will be met.

Each user-friendly module includes activity notes, overhead and handout masters, and resource section. ParaEducators: LifeLines in the Classroom includes six modules:. Melding, a training module for partner teachers on how to mentor and coach paraeducators is also written in the same format as lifelines and parallels the module series. Designed to help vision teachers and paraprofessionals share basic information needed to work with students who are visually impaired.

Also for wider community of regular teachers, school support staff, parents, and community members, Chapters can be used as needed to support short inservice sessions. This article offers six training suggestions for preparing paraprofessionals to work successfully with students having disabilities in an inclusive setting.

These include providing preservice training through a centralized interdisciplinary training team, modeling the use of appropriate behavior management techniques, and communicating the importance of team collaboration.

The goals are to facilitate the transition from novice to experienced paraprofessional by explaining various roles and functions of job, develop a district or building job description for paraprofessional, clarify concept of confidentiality, understand the special education process and the procedures used by district to evaluate and diagnose students, and know the different methods for observing and recording behavior. Module Four. The fourth in a series of federally supported modules for training paraprofessional school personnel who work with students with disabilities, this module presents principles and techniques of behavior management.

Chapter 1 introduces the concept of behavior and the role of the consequences and antecedents in the environment. Chapter 2 offers guidelines on creating positive learning experiences. It also discusses development of a positive reinforcement plan and common questions about reinforcement techniques.

An overview of challenging behavior is given in Chapter 3. The cost-benefit analysis of changing behavior and the three-factor theory are discussed. Chapter 4 focuses on alternatives to challenging behaviors, including overcoming avoidance.

Chapter 5 gives guidance on using behavioral interventions with students and what to do in an emergency. An appendix defines and explains the appropriate use of controlled or regulated procedures such as use of restraints, or temporary delay of meals or water under Minnesota Law. Contains 52 references. Communication Skill Builders, P.

Curriculum developed to help professional early interventionists provide training for paraprofessionals so that they will become valued and respected contributors to early intervention team.

Addresses basic and generic early intervention issues. The video starts with the acquisition of language skills through math. Students with various language and cultural backgrounds chronological grade approximately middle school can easily work mathematical equations as numbers are a universal language.

Students are taught to grammatically pronounce numbers and to read math problems. Additionally, they are taught to use Venn diagrams as a way of collecting data for comparison and contrast reports. By integrating math with language skills, each student is afforded the opportunity to build a vocabulary as well as develop their problem-solving skills.

Instructors are encouraged to speak slowly, use visual demonstrations, and provide gestures wherever possible. Learning strategies are modeled in every subject matter. Teachers emphasize the importance of reading the text headings, look at graphics and pictures, and skim bold printed material. Instructors are encouraged to engage in thematic learning while continuously drawing upon the students cultural heritage.

Module Two. This module presents information for training paraprofessional school staff on providing cross-cultural support services to individuals with disabilities and their families. Chapter 1 offers an introduction to diversity and direct service and includes sections on terminology and cultural competence. Chapter 2 discusses self-identification and ways to learn about other cultures. Chapter 3 provides information on institutional cultural competence, including institutional and media bias.

Individual cultural competence is discussed in chapter 4. Chapter 5 looks at similarities and differences between cultures. Using culturally sensitive and inclusive language is reviewed in chapter 6. Chapter 7 gives tips on being a culturally competent paraprofessional. Chapter 8 reviews previous information. A glossary of terms and a resource list of videotapes, books, journal articles, newsletters, and other publications are appended. Contains 17 references.

Designed to enhance the skills of the teacher as leader of the classroom instructional team. Contains chapters on: 1 the importance of effective instructional programs, including steps that can be taken to rectify the shortcomings in curricular materials; 2 teamwork, which clarifies roles and establishes expectations and examines communication styles and their impact on teamwork; 3 self-evaluation through observation, which introduces a simple yet effective classroom observation procedure for identifying and meeting the professional development needs of both teacher and paraeducator; 4 post-observation conferencing, which completes the observation procedure by providing a problem-solving approach to understanding classroom situations; and 5 training, addressing the questions of how to determine training needs, methods of delivery, and the assessment of effectiveness of training.

Accompanying video contains clips of teachers and paraeducators at work and is used for illustration and evaluation purposes and for completion of assignments. These materials allow teachers and paraeducators to examine their current teamwork and self-evaluation practices and set goals for changes in order to increase their effectiveness as an instructional team.

Chapters cover: clarifying and understanding roles, more effective communication, collaboration, collecting observational data, self-evaluation for improvement of practice, and team conferencing. There are also review chapters on the basics of effective instruction and behavior management. Teamwork and Evaluation is in binder format and is designed as a workbook, facilitating planning both individually and as a team.

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