1. 1 Foundations of Inclusive Education Best practices of Education Assistants

2. 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?

3. 3 General approach to supporting students “M.I.S.G.O.”

4. 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

5. 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)

6. 6 M.I.S.G.O. revealed: MOVE IN SQUAT GET OUT!

7. 7 Research: 16 self advocates discuss education assistants Paraprofessional as their only “friend” Paraprofessional as teacher Paraprofessional as mother Paraprofessional as protector

8. 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?

9. 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?

10. 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

11. 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)

12. 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

13. 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

14. 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

15. 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

16. 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

17. 17 A Competent Education Assistant  Heart = beliefs, attitudes, personal attributes  Hand = skills Head = knowledge

18. 18 Evaluation SSEAC values your feedback. Please complete the evaluation form. It will be forwarded to the project evaluator. Thank you.

19. 19 ~Summative Assessment~