Paraprofessional Special Education

694 Words2 Pages

According to the Individuals with Disabilities Education Act and also known as IDEA, students with visual and hearing impairments are entitled to have access to a general curriculum as well as continuous assessments of their progress (Klein, 2012). IDEA dictates that such students should be educated together with their fellow non-disabled peers with appropriate support and services and that the school they learn in should take full responsibility for their objective directed learning. In addition, such schools should assure parents of the disabled children of procedural and substantive rights in terms of informing them the special services provided and the settings in which they are provided in (Klein, 2012). The range of special education services …show more content…

Support services provided by a paraprofessional in a classroom may be important for a student who is deaf and blind in a general education classroom in terms of providing help to the student in certain instructional areas (Jones, 2016). The paraprofessional services to a student during classroom sessions as directed by the IEP should consist of adapting assignments, reinforced previously instructed concepts as well as offering small group reinforcements (Jones, 2016). Related services may be referred to as developmental or corrective services meant to assist a deaf and blind student in benefitting from instruction (Klein, 2012). Related services are meant to help a student to achieve goals of his or her instruction program and also to ensure that he or she is involved in the general education curriculum. Related services may include counseling, hearing education services, orientation and mobile instruction, physical therapy, occupational therapy and school health services (Klein, 2012).
How ASDC Aids Students with Sight and Hearing Problems in

Show More
Related

  • Special Education Case Summary

    919 Words  | 2 Pages

    The child with a learning disability is entitled under IDEA to receive the same quality of education and other services which are entitled to students without disabilities. The law states that the facilities for both kinds of students must be comparable and the necessary training materials and the appropriate equipment to impart the education must be provided to the student (Individuals with Disabilities Education Act (IDEA), n.d.).

    Read More

  • Mara Sapon-Shevin's Widening The Circle: An Analysis

    814 Words  | 2 Pages

    This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something

    Read More

  • Planning to End Ableism through Universal Design for Learning

    2133 Words  | 5 Pages

    Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.

    Read More

  • Paraeducator

    1001 Words  | 3 Pages

    Paraeducators are busy when special needs students are present. I and any teacher can use this article review as a way to implement his paraeducator in any class.

    Read More

  • Paraprofessional Reflection Paper

    1405 Words  | 3 Pages

    The utilization of paraprofessionals continues to increase as they play an important part in public education’s delivery of educational services to students with disabilities. These same paraprofessionals, however, report challenges with lack of understanding of roles and responsibilities and do not receive adequate training in evidence-based practices and therefore often struggle to deliver instruction with fidelity. The results of this study suggest that a teacher-delivered training package may be one possible way in which these aforementioned issues may be approached. Although research is limited on teacher delivery of training to paraprofessionals, this study provides a promising option to help districts move away from the current model of one-and-done workshops. Future research should focus on developing more streamlined teacher-delivered training to paraprofessionals and also the fidelity with which those training packages are delivered. Especially important will be the exploration of what evidence-based practices would have the highest value in those trainings, and how they can be delivered efficiently, in order to promote paraprofessional implementation fidelity and their understanding of job roles and

    Read More

  • The Differences Between Low Incidence Disabilities

    1267 Words  | 3 Pages

    The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.

    Read More

  • Personal Statement: My Personal Philosophy Of Education

    1130 Words  | 3 Pages

    They can be personal aides for special education students and help assist them during the school day. The paraprofessional may follow the student to all of their classes and assist them with any tasks they need help with. Special education students have an Individualized Education Program, which states what accommodations they have and what they may need help with. Students who need more individualized attention can receive this when a paraprofessional is in the

    Read More

  • Discipline and Students with Disabilities

    913 Words  | 2 Pages

    Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.

    Read More

  • Visual Support Essay

    1533 Words  | 4 Pages

    Introduction The use of visual supports in special education has long been a practice in developing individualized educational support systems. Visual supports are tools that are used to increase the understanding of language, environmental expectations, and provide structure and support for individuals with disabilities. Visual supports are flexible enough that they can be provided in a variety of ways, and across multiple settings. Since the rise of inclusive classrooms, students with disabilities have been included in the general education classroom for a portion, if not a majority, of their school day.

    Read More

  • Special Education-Instructional Aide

    655 Words  | 2 Pages

    My experience while working in a school setting as a Special Education-Instructional Aide and providing in-home behavioral services as a Behavioral Specialist has motivated me to go back to school and further my education in the field of Special Education to become a teacher. I would like to become a teacher and work with students with mild to moderate disabilities because I would like to gain a better understanding of how to identify and address their needs with effective strategies. Students with special needs are often placed in schools where their needs are not being met due to the lack of experienced teachers, effective strategies, resources, and aides. Often times, I have seen teachers resort to punishment instead of emphasizing individual intervention due to

    Read More

  • Learning Disabilities Case Study

    1045 Words  | 3 Pages

    Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote

    Read More

  • Discrimination Against People With Disabilities

    1586 Words  | 4 Pages

    To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...

    Read More

  • Teaching Students with Disabilities

    984 Words  | 2 Pages

    Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.

    Read More

  • Entering Into The Field Of Special Education

    583 Words  | 2 Pages

    1. Prior to entering into the field of special education, I served as a teacher within the regular public primary school system. This experience has provided me with some background knowledge, which allows me to relate to possible strengths and challenges within the general education inclusive setting. I believe that with a collaborative effort and the encouragement of a positive school climate and school culture, much can be achieved for the success of all students Differentiated teaching methods were a significant aspect of my special education training.

    Read More

  • Special Education Policy

    1938 Words  | 4 Pages

    “In 1970, U.S. schools educated only one in five children with disabilities, and many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or mentally r******d.” (“Archived: 25 Year History of the IDEA”) Today there are an estimated 6,429,431 students —ages 3-21— receiving special education services under the Individuals with Disabilities Education Act (IDEA) (“How many students with disabilities are in our school(s)?”) With over 6 million people being helped by these acts it is easy to assume that this is no longer a problem and that we have taken control over the issue at hand. This would be wrong. While many of these students are receiving special education services, this does not necessarily mean they are thriving in their environment they have been placed

    Read More

More about Paraprofessional Special Education

Open Document