Paraprofessionals In Schools

The authors went on to state that paraprofessionals “reported that they had some familiarity with the concept of self determined behavior for students with disabilities, with even lower levels of access to professional development opportunities pertaining to self-determined behaviors” (Lane, Carter, & Sisco, 2012, p. 246). Paraprofessionals are expected to play key roles in the education of students with severe disabilities, but they are not given the proper tools to complete this task successfully. Teachers, students and paraprofessionals would be greatly benefited if every person involved in the education of a child was properly trained.

Paraeducators play a very important role in the education for students with severe disabilities. In order for paraeducators to perform to their best it is essential that teachers train them properly. General education teachers ought to understand that paraeducators are looking to the teacher for leadership and management.

Currently, I am a Personal Care Instructional Aide for a nonverbal Down Syndrome student at West Hempfield Elementary. I work hand and hand with the special education teacher to devise lesson plans to suit the needs of my student. I am responsible for implementing the lesson plans one-on-one with my student in Language Arts, Mathematics, and social skills interactions daily. On a daily basis, I am also responsible for molding and shaping my student's behaviors and prompt when necessary. Working in the learning support room has taught me a variety of ways to incorporate differentiated instruction to suit the needs of all students. It has also shown me the type of teacher I should be, a teacher who adapts content to meet the needs of all learners and the importance of inclusion.

Paraprofessionals and teachers play an important role in the success of children development. Typically, Paraprofessionals and teachers provide support and guidance in the classroom. When it was time for me to interview a Paraprofessional and teacher it was important to me to ask questions but also fully understand the answers that are given to me so that I can grow professionally when I became a paraprofessional or teacher. I asked both teachers the same questions and told them to elaborate on anything else they would like to discuss that goes on in the classroom. The role of the paraprofessional in the classroom environment is often imprecise and leaves too much room for clarification which can contribute to being frustrated in the role

A lack of communication can present as a key challenge that educational assistants encounter in their position. Poorly defined job descriptions can lead to teachers and education assistants having disagreements over individual responsibilities (Chopra & French, 2004; Riggs & Mueller, 2001). Successful educational assistants must take the initiative, when in doubt, to communicate and clarify with the supervising teacher and promptly resolve disputes that might occur. Clearly differentiated roles between the education assistants and teachers continue to remain an issue that is difficult to resolve as the role of an education assistant cannot be examined in isolation. It should include the examination of the interrelated and distinct roles of the teacher and special-education teachers as well in best meeting student needs (Giangreco, Suter, Jesse & Doyle, 2010). At best, a successful educational assistant has to keep an open mind and remain adaptable to meet the variety of needs and demands while working with different teachers and students (Kay, 2005).

My name is Alyssa Fusco and I am on the path to becoming a special education teacher. In the course of my first few weeks in the Special Education course, I am not only learning how to be a better teacher, but training my mind in such a way that I can improve the lives of others. My interest in working with students with disabilities stems from my experience with Senior Experience at Calhoun High School. This program has developed a framework for my future career aspirations by observing how not only the faculty can make a difference in these students lives, but also the teachers facilitate an environment that promotes the integration between students with and without disabilities. Through mainstreaming these students, Calhoun High School showed me what type of difference I could make in the world through combining my passion for teaching and the place students with disabilities hold in my heart.

While in High School, I was involved in the Peer Tutoring program. Although I had already been involved with the several other programs, I knew from an early age that a Special Education teacher was what I wanted to do. Helping students achieve their goals and help them to succeed in life was my true calling. But the desire to help the most challenged student drove me beyond regular education. The memories of my Peer tutoring experience kept me striving to be a

Without having a clear job description, it is hard not only for the paraprofessionals, but also the special education teacher, to find the right balance of what they can legally do with a student. Without these clear guidelines, it is extremely hard for either the paraprofessional or the special education teacher to figure out what they can do in the classroom, which can cause some ethical issues in that classroom. Since there are no strict rules and regulations for the paraprofessionals, then they could start to take matters of the classroom into their own hands, without the consent of the special education teacher, who is supposed to essentially be the boss over the paraprofessionals. Without this consent, the paraprofessional could accidentally

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

I love this article and I think it brings up some good points. I love how the author Deb Leach, starts out by saying "I may upset a few parents with this post, but just know that I what I am about to say is in the best interest of your children". I agree with the author one of the worst things you can do is to assign a non-certified staff person to a shadow a child. Although, I have never worked in the school system as a paraprofessional my son had a professional in elementary school and he hated it. Everyday hew came home he complained about the paraprofessional that was assigned to him. I found out years later that she had no prior experience working with children with special needs. I was very hurtful to find out this several years later.

I appreciate the opportunity to apply for the K-8 Para Educator position. I am a young, motivated educator with a contagious passion for teaching and learning. I hold a Washington State Secondary Education Teaching Certificate and a Bachelor's Degree in English Language Arts from Western Washington University. I believe you will find that my experience and skills meet the qualifications you are seeking.

The purpose of this particular section of this web page is to provide teachers and administration with options for adequately preparing their classrooms with qualified paraprofessionals to assist formal pedagogues. It strongly appears that these aforementioned qualifications that paraprofessionals must fulfill in order to work in this position are exceedingly fair, and are no less than the children within America's public school systems require.

Paraprofessionals are much needed in the school system and play many roles, however they are not qualified for all the roles they are given. The article shares how many paraprofessionals are teaching and helping students with disabilities that they are simply unable to teach, because they are not qualified. This is not beneficial

paraprofessional help keeps the students on track. Mrs. McDermott told me that every week, the special education teacher and her meet to talk about the week ahead. They communicate lesson plans and how the students with the IEP’s are doing. They talk about strategies they could use to help those students improve. Overall, the special education teacher, paraprofessional, and Ms. McDermott have good communication.

Within the article "Promoting Inclusion, Social Connections, And Learning Through Peer Support Arrangements", Carter et al. (2015) speak about why inclusion is important, as well as ways to help benefit students with disabilities in inclusion classrooms. They discuss the jobs of paraprofessionals and also how peer support can go a long way in helping students, especially those with severe disabilities. By focusing on both academic and social skills, this plan will help students with disabilities learn how to mingle with fellow classmates and help them figure out about their own preferred learning style.