1:1 Aides 1/29/2016

Who Needs What? Some students need individual assistance for all or part of the day for academic or behavior support Teachers need paraprofessional support to implement individualized instruction for some students Parents need the school to ensure that their children are making progress Students need to become independent learners

Entitlements for Students with Disabilities Special Education and Related Services Based on the individual student’s unique needs and described in his IEP Provision of FAPE in the LRE

Special Education 34 CFR Section 300.39 (3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-- (i) To address the unique needs of the child that result from the child's disability; and (ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

Related Services 34 CFR Section 300.34 Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes:

Related Services (cont’d) Speech-language pathology and audiology services Interpreting services Psychological services Physical and occupational therapy Recreation, including therapeutic recreation Early identification and assessment of disabilities in children Counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes School health services and school nurse services Social work services in schools Parent counseling and training

Bottom Line Students with disabilities are entitled to all services that are required for access to the general curriculum and to receive educational benefit 1:1 aide is not special education or a related service; it is a staffing option

Extra Paraprofessional Support is NOT FAPE or LRE

Benefits of Paraprofessional Support May assist in the provision of special education and related services under the supervision of a qualified teacher or related service provider May provide instruction for small group instruction May implement positive behavior support interventions May facilitate social interaction between peers with and without disabilities

Research Supported? The expanded utilization of paraprofessionals in instructional roles is NOT based on data that suggest students with disabilities do as well or better educationally with paraprofessionals than they do with special educators or general education teachers.

Research Supported? “Nowhere does the literature present a strong conceptual or theoretical rationale that explains the practice of assigning the least qualified staff member (aides) to make critical decisions and provide primary instruction for students with the most complex needs.”

Research indicates: Assistants maintain too close proximity with students physical contact sitting immediately next to student accompanying student everywhere Such proximity can be detrimental to the student students learn to rely on assistance peers avoid students

1:1 Assistants Individual 1:1 help can have far reaching effects on the following: Classroom teacher's ability to assume ownership for the student The frequency and types of peer interaction The student’s ability to become and independent learner Interfere with natural supports (peers) Loss of privacy Isolation

Teacher’s Role Becomes Clouded Experienced, skilled teachers defer important curricular, instruction and management decisions about a student to the paraprofessional Curriculum modification and adaptation may be left up to the paraprofessional Extra paraprofessionals may be viewed as the “expert” in understanding the student’s needs

U.S. District Court 2007 If IEP does not teach student skills to become independent, may be denial of FAPE Student’s inability to function hampered by assisting 1:1 aide Aide’s constant presence fostered learned helplessness, which prevents student from learning to function on their own

Change the Conversation Focus on the needs of the student to develop independence Implement instructional/behavioral strategies prior to considering additional assistance Develop a system for addressing a request for 1:1 assistance (not a 1:1 Assistant)

Independence Plan Current supports Schedule for assistance Goals Fade assistance as soon as independence increases