Individual Learning Differences Pennsylvania Training and Technical Assistance Network (PaTTAN) February 12, 2008 Special Education Paraeducator Credential of Competency Standard # 3

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

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

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

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

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

Culture and Beliefs Class Background Inventory Activity

Towards 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:  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  Is learned, shared, and is always changing Culture and Beliefs

CULTURE  Way of life of a group of people  A shared world view –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

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

 Intellectual  Physical  Sensory  Communication/emotional Individual Learning Differences

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

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

PARENTS’ PERSPECTIVE ALTERNATIVE COMMUNICATION STYLES – When “No” means something else

Child Abuse and Neglect

w What Should You Do????? Child Abuse and Neglect

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

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. Indicators of Abuse and Neglect

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 Indicators of Abuse and Neglect

Mental Abuse Physical Indicators  Child may seem afraid of his/her 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 Indicators of Abuse and Neglect

Sexual Abuse or Exploitation 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. Indicators of Abuse or Neglect

ChildLine Number— Where abuse is reported Indicators of Abuse and Neglect

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  Complete the Paraeducator Development Plan  Complete Session Evaluation

Upcoming Paraeducator Trainings  Videoconferences for  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 4:15 to 6:15.

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 Pennsylvania Training and Technical Assistance Network Contact Information: Name of Consultant, address