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1 Foundations of Inclusive Education Best practices of Education Assistants
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2 Discuss: Things to Try for Next Time 1.Learning in Inclusive Environments Observation Checklist And 2. Thought Question: High school students with significant disabilities were asked to characterize their relationships with paraprofessionals. What do you think they said?
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3 General approach to supporting students “M.I.S.G.O.”
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4 M.I.S.G.O. Do not have a chair for yourself to sit in next to the student Do not talk with the student while the teacher is talking to the student either individually or as part of a small group or whole class presentation
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5 M.I.S.G.O. Roam the classroom and support all students as appropriate Use recess and lunch periods as excellent instructional opportunities (particularly for functional and social skill development)
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6 M.I.S.G.O. revealed: MOVE IN SQUAT GET OUT!
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7 Research: 16 self advocates discuss education assistants Paraprofessional as their only “friend” Paraprofessional as teacher Paraprofessional as mother Paraprofessional as protector
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8 Reflective Discussion Questions How will you demonstrate and clarify the differences between being friendly and being a friend? How do students with disabilities feel about their experiences of not having the teacher work with them?
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9 Reflective Discussion Questions How would you feel having your mother follow you around in school, all day, every day? How does “mothering” interfere with a student’s ability to make friendships? How does your team work with students who are victims of bullying to support and broaden their circles of support and friendship?
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10 How to be a ParaPro Space Cadet –No sense of what students need, nor how to provide support. Inappropriately follow recommendations The Parrot Para –Simply repeat all teacher directions; don’t individualize or shift from auditory to visual supports
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11 How to be a ParaPro The Know-it-all –Not willing to consider input from others, let alone learn from the student The Helicopter –Hovers & smothers; hinders rather than facilitates learning; creates learned helplessness and prompt dependency (uses intrusive verbal prompts)
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12 How to be a ParaPro The Invisible –Attends to matters outside the needs of students; fails to see cues that signal impending problems The Fire Fighter –Employs reinforcements that often maintain a behaviour or situation
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13 How to be a ParaPro The Automatic Pilot –Task-oriented not student oriented; uses highly intrusive supports The Traffic Cop –Directs rather than facilitates; often forgets to involve students
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14 How to be a ParaPro Knows students Analyzes situations & makes sound judgments Has a repetoire of strategies Promotes self determination and independence Facilitates participation Willingness to learn
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15 Research: Helping or Hovering? 1.Interference with ownership and responsibility by general educators 2.Separation from classmates 3.Dependence on adults 4.Impact on peer interactions
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16 Research: Helping or Hovering? 5. Limitations on receiving competent instruction 6. Loss of personal control 7. Loss of gender identity 8. Interference with instruction of other students
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17 A Competent Education Assistant Heart = beliefs, attitudes, personal attributes Hand = skills Head = knowledge
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18 Evaluation SSEAC values your feedback. Please complete the evaluation form. It will be forwarded to the project evaluator. Thank you.
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19 ~Summative Assessment~
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