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

Local Policy Your local district’s policies regarding Paraeducator job descriptions, duties, and responsibilities prove the final word!

Agenda  Identify the Learner Outcomes and purpose of training  Define our own Culture and beliefs  Describe basic cultural factors influencing families that may assist or impede active involvement

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

Learner Outcomes Participants will be able to:  define your 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.

Learner Outcomes Participants will be able to:  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.

Class Background Inventory Activity

Cross-Cultural Competence

Culture and Beliefs Cross-Cultural Competence  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.

Culture and Beliefs Cross-Cultural Competence  It is on-going because culture is dynamic, we meet different people everyday.  The process of cross-cultural competence is a life-long voyage.

Culture and Beliefs Culture  A way of perceiving, believing, evaluating, and behaving  A framework that guides life’s practices  A learned, shared, and always changing

Culture and Beliefs Culture  A way of life of a group of people  A shared world view including: –values and beliefs –roles and responsibilities –standard of behavior –preferences

Culture and Beliefs Culture  Unique characteristics  Specialized needs  Implications for –academic –social –emotional

Culture and Beliefs Interaction of Multiple Cultures  Culture of the Family  Culture of the Program or School System  Culture of the Disability

Culture and Beliefs Parents’ Perspective  Respect Family Cultures  Learn from diversity  Parents/siblings educate classmates

Individual Learning Differences

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

Individual Learning Differences Stereotypes Activity  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?

Individual Learning Differences Teaching to all  Learning styles  Motivational styles  Strengths and challenges of each student

Individual Learning Differences Teaching to all  Develop relationships with families  Knowledge of individual students  Understanding of various disabilities

Individual Learning Differences Teaching to all  Intellectual  Physical  Sensory  Communication/emotional

Individual Learning Differences Parent’s 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

Communication Styles

Nonverbal Communication  Silence  Proximity  Touching  Eye contact  Emotional expressiveness  Gestures

Communication Styles  On the handout, mark the “Communication Hooks” that bother you.  Why are they bothersome?  How do you respond when you encounter them?

Communication Styles Parent’s Perspective  Multiple message meanings: When “No” means something else

Child Abuse and Neglect

WHAT SHOULD YOU DO???

Child Abuse and Neglect Forms of Child Abuse  Physical neglect  Physical abuse  Mental abuse  Sexual abuse or exploitation

Physical Neglect Physical Characteristics  Hungry or always tired.  Frequent absences.  Poor hygiene.  Clothing is inappropriate for weather conditions. Behavioral Characteristics  Lying or Stealing.  Unresponsive.  Doesn’t relate well to others.  Alcohol or other drug abuse.

Physical Abuse 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

Mental Abuse Physical Indicators  Child may seem afraid of parents.  Parents may blame child for all wrongdoing.  Parents may give contradictory or evasive information.  Child’s boundaries are violated. Behavioral Indicators  Extremes in behavior  May be inappropriately adult or infantile  Child may display antisocial or neurotic traits

Sexual Abuse or Exploitation Physical Indicators  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

ChildLine Number – Where abuse is reported

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

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

Wrap Up Participants will:  Complete the Paraeducator Development Plan  Complete Session Evaluation