The Para-Educator in the Regular Education Classroom

Pros, Cons and What to Do About Them

MYTHS ABOUT PARA-EDUCATORS

• Para-educators will see that all the needs of the special ed students are met

• The Para is fully trained • The Para receives all instruction from the special ed

teacher• Paras only work with special needs students• There are no restrictions on the use of paras as long as

what they are being asked to do is in the interest of the student

• Paras always know what to do

ROLES AND RESPONSIBILITIES FOR THE TEACHER(BOTH REGULAR AND

SPECIAL ED) AND THE PARA-EDUCATOR

INSTRUCTION

TEACHER• Plan all instruction including

small group activities• Provide instruction in whole

class settings

PARA-EDUCATOR

• Work with small groups of students on specific tasks, including review or re-teaching of content

• Work with one student at a time to provide intensive instruction or remediation on a concept or skill

CURRICULUM AND LESSON PLAN DEVELOPMENT

TEACHER• Develop all lesson plans and

instructional materials• Ensure alignment with

standards, student needs and IEPs

PARA-EDUCATOR• Provide assistance in the

development of classroom activities, retrieval of materials, and coordination of activities

CLASSROOM MANAGEMENT

TEACHER• Develop and guide class-

wide management plans for behavior and classroom structures

• Develop and monitor individual behavior management plans

PARA-EDUCATOR• Assist with the

implementation of class-wide and individual behavior management plans

• Monitor hallways, study halls and other activities outside of normal class

ACCOMMODATIONS AND MODIFICATIONS

TEACHER• Determine (with IEP team)

proper accommodations for students with disabilities

• Incorporate accommodations into all lesson plans

• Develop modified materials

PARA-EDUCATOR• Guided by teacher and IEP,

provide appropriate accommodations to material (enlarge print, taking notes, reading material aloud)

ASSESSMENT

TEACHER• Determine, create and

administer appropriate formal and informal assessments

• Determine modifications and accommodations to be used for formal assessments

• Use assessment results to inform future planning and curriculum development

PARA-EDUCATOR• Assist in the administration

of assessments• Implement

accommodations for assessment

• Collect anecdotal student information on a regular basis

DON’T LET THIS HAPPEN IN YOUR CLASSROOM!!!

WAYS A PARA-EDUCATOR CAN HELP IN THE CLASSROOM!

Creating individualized learning materials and modifying existing

curriculum materials

Providing remedial instruction and reinforcement of skills

Administering tests individually

Monitoring and providing assistance to students during seat

work activities

Reading aloud, reading with small groups of students or providing

support during independent reading

Assisting students with written activities

Assisting students with organizational skills

Checking for work completion, homework or the writing down of

homework assignments

Playing educational games

Assisting with behavior modification strategies

Assisting with physical needs of students: lifting, rotating, personal

hygiene, feeding

Documenting behaviors, keeping daily logs that can be shared with parents, case managers, or related

service providers (OT, PT, Speech/Language)

Inadvertent Detrimental Effects of Excessive or Unnecessary

Paraprofessional ProximityCategory of Effect and Description

Interference with Peer Interactions:

• Paraprofessional can create physical or symbolic barriers that interfere with interactions between a student with disabilities and classmates.

• •

Unnecessary Dependence:

• Student with a disability is hesitant to participate without paraprofessional direction,prompting, or cueing.

Insular Relationships:

• Student with a disability and paraprofessional do most everything together, to the exclusion of others (i.e., teachers and peers).

Feeling Stigmatized:

• Student with a disability expresses embarrassment/discomfort about having a paraprofessional; makes him or her stand out in negative ways.

•

Limited Access to Competent Instruction:

• Paraprofessionals are not necessarily skilled in providing competent instruction; some do the work for the students they support

Separation from Classmates:

• Student with a disability and paraprofessional are seated together in the back or side of the room, physically separated from the class.

Interference with Teacher Engagement:

• Teachers tend to be less involved when a student with a disability has a paraprofessional because individual attention is already available.

•

Loss of Personal Control:

• Paraprofessionals do so much for the students with disabilities that they do not exercise choices that are typical for other students.

May Provoke Problem Behaviors:

• Some students with disabilities express their dislike of paraprofessional support by displaying inappropriate behaviors.

•

THE BOTTOM LINE

The bottom line is that communication between the regular classroom teacher and the para-educator assigned to that classroom is key. Do not assume that the para knows what to do and how to do it. They are looking to you and to the special ed case manager to let them know what to do and how well they are doing it. A clear understanding of roles will help you, the para and the entire class.