Paraprofessional and First Year Severe Needs Teacher Training Institute Coleman Institute Workshop Nellie Graber, Ed.S. College of Education University of Colorado, Colorado Springs

Background Information: Informal discussions with first year severe needs teachers indicate a need for additional training and support to handle challenges associated with teaching students with severe and profound disabilities. Paraprofessionals typically have little or no training to work with students with severe needs and must rely upon the district or cooperating teacher for training to learn to work with severe needs students.

Background Information, contiued: Recruitment, retention, and professional development for special education teachers and paraprofessionals were identified as major needs by school administrators at previous state special education directors forums held by the CDE Special Services Unit.

Objective: Provide support and training to a two year cycle cohort group with three to four topics studied per year to include, but not limited to:

Topics assistive technology, self-determination, transition services, and mobility, self-directed and co-directed individual education plans, job coaching, supported employment parents, family, advocacy, behavior management, health issues, health management

Instruction:  Connected to an induction program for first year teachers, credit builds toward a Master Degree in Special Education.  Paraprofessionals coursework leads to a bachelor degree and licensure in special education. Courses are taught in the field as well as on campus using a co-teaching model.

Instruction, continued  This proposal ties in to the UCCS College of Education Transition to Teaching goal. With an action format centered around the needs of severe needs teachers and paraprofessionals in schools, the proposal could lead to an additional Master degree program in Severe and Profound Special Needs at UCCS.

Collaborative Teaching Opportunities are numerous:  University of Colorado System universities, including Paraprofessional Institute at CU- Denver  UCCS Colleges of Engineering and Nursing, Departments of Psychology, Counseling,and Teacher Education (technology and health issues, behavior management, self determination, transition, education plans, supported employment)

Collaboration, continued  PEAK Parent Center (parent and family advocacy)  Colorado School for Deaf and Blind (mobility training) Pikes Peak Community College (courses and undergraduate credit for paraprofessionals

Additional Information was available in handout form at the Aspen conference. Information items from state and national sources indicate the increasing need for special education professionals who have the training and mentoring to meet the unique and individual educational needs of students with severe and profound disabilities.