Module 3, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators...
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Transcript of Module 3, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators...
Module 3, Transparency #1
Assisting Students with Disabilities:
A Training Program for Paraeducators
Module 3:
Providing Instructional
Support
Module 3, Transparency #2
Overview of this Training Module
Module 3: Providing Instructional Support
Unit 1 – Assisting with the Instructional Process
Unit 2 – Providing Direct Instruction
Module 3, Unit 1, Transparency #3
Instructional Objectives: To understand where
instructional goals for students come from
To learn how to support teacher-led instruction
To understand the purpose & techniques of assessing student performance
To know how to observe and record student behavior
Module 3, Unit 1:Assisting with the Instructional Process
Module 3, Unit 1, Transparency #4
Unit Overview
I. Instructional programs for students with disabilities
II. Supporting teacher-led instruction
III. Assessing student performance
IV. Closing
Module 3, Unit 1, Transparency #5
Instructional Programs for Students with Disabilities Where do student goals
come from?-- Kentucky Education Reform
Act (KERA) KERA:
6 general goals for Kentucky schools & students
54 Academic Expectations Goals for students with
disabilities must be related to the general curriculum
Module 3, Unit 1, Transparency #6
Instructional Programs for Students with Disabilities
The IEP (Individual Education Program) is the place to record modified student goals
8 required components to an IEP
IEP developed by an Admissions & Release Committee (ARC)
Module 3, Unit 1, Transparency #7
Supporting Teacher Instruction
Before the lesson:
Review the written lesson plan, so you understand the lesson & what your role will be
Prepare materials (including adapted materials for certain students)
Module 3, Unit 1, Transparency #8
Supporting Teacher Instruction
During the lesson: Model appropriate
behavior (stand at the side, pay attention, model appropriate responses)
Assist with behavior management by using subtle cues
Take notes for follow-up instruction you may be asked to do
Module 3, Unit 1, Transparency #9
Assessing Student Performance
“Assessment” = gathering information about a student in order to make a decision or answer a question
Many different methods; many different purposes
Academic & social behavior – the most common student characteristics assessed in a school setting
Module 3, Unit 1, Transparency #10
Assessing Student Performance
Standardized tests:The test is given the same
way each time (same instructions, same amount of time, etc.)
Behavioral checklists:Simple way to indicate which
of a range of behaviors or skills a student is able to perform
Module 3, Unit 1, Transparency #11
Assessing Student Performance
Direct Observation Objective/reliable – only record
observable behaviors; don’t make inferences
Observe the student multiple times and in different settings
Keep the observation system simple & manageable
Decide the appropriate method (narrative, frequency count, duration, or other)
Module 3, Unit 1, Transparency #12
Assessing Student Performance Curriculum-based
assessment: Repeated mini-tests of a
student’s progress with the classroom curriculum
Tests analyzed to determine if there is something about the learning environment or the instructional techniques that are not effective for the student
Helps teachers redesign instruction for students
Module 2, Transparency #1
Module 3, Unit 2, Transparency #1
Assisting Students with Disabilities:
A Training Program for Paraeducators
Module 3, Unit 2:
Providing Direct
Instruction
Module 3, Unit 2, Transparency #2
Instructional Objectives: To understand basic
guidelines for providing direct instruction
To appreciate the importance of teacher supervision
To understand how accommodations & modifications are used
To develop skills in systematic instructional procedures for students with educational disabilities
Module 3, Unit 2:Providing Direct Instruction
Module 3, Unit 2, Transparency #3
Unit Overview
I. Basic instructional techniques for all students
II. Additional instructional techniques for students with educational disabilities
Module 3, Unit 2, Transparency #4
Basic Instructional Techniques for all Students How to prepare for an
instructional session: Read the lesson plan Get supervision (brief
planning meeting with the teacher)
Gather materials Arrange the setting for
student comfort & ease of learning
Get to know the students Appropriate working relationship Purpose: to enhance student
learning
Module 3, Unit 2, Transparency #5
Basic Instructional Techniques for all Students
When conducting the instructional session, be sure you have an … Introduction (get students’
attention, state purpose, review pre-skills)
Body (explanation, questioning, modeling, guided practice, reinforcement)
Conclusion (review purpose & main points, give assignment)
Module 3, Unit 2, Transparency #6
Basic Instructional Techniques for all Students
When conducting the lesson: Be prepared to deviate from
the lesson plan if certain circumstances occur
Record information about student progress
General observations about student behavior & the environment
Specific data (percentage, frequency, rate)
Remember student confidentiality
Module 3, Unit 2, Transparency #7
Basic Instructional Techniques for all Students
After an instructional session: Clean up the area & put
materials away Review the student record Perform brief self-
evaluation Get supervision (a meeting
with the teacher to discuss how the session went and to generate ideas for improvement)
Module 3, Unit 2, Transparency #8
Additional Instructional Techniques for Students with Disabilities
Accommodations Supports/services that help a
student access the curriculum
Curriculum, itself, is NOT altered
Modifications Adaptations that allow
students with disabilities to reach different goals than students without disabilities
Curriculum IS altered
Module 3, Unit 2, Transparency #9
Additional Instructional Techniques for Students with Disabilities “Discrete” tasks
Single response Examples: reading a word,
identifying numbers, selecting a picture of a desired activity
“Chained” tasks Two or more responses Examples: hand-washing,
making a bed, cooking a dish Discrete or chained depends
partly on the individual student
Module 3, Unit 2, Transparency #10
Additional Instructional Techniques for Students with Disabilities
Types of Instructional Prompts Independent Verbal Pictorial Gestural Model Partial physical Full physical
Module 3, Unit 2, Transparency #11
Additional Instructional Techniques for Students with Disabilities
Prompting Systems
1) “System of Least Prompts” Hierarchy of prompts Reinforcement provided for
each correct response (regardless of prompted/unprompted)
Start out with minimal assistance and increase it, as needed
Can be used with discrete or chained tasks
Module 3, Unit 2, Transparency #12
Additional Instructional Techniques for Students with Disabilities
Prompting Systems
2) “Constant Time Delay” Two phases (0-second delay
trials, then trials of a specified delay period – e.g., 4-second)
More assistance is provided initially, then faded to less assistance
Can be used with discrete or chained tasks (although discrete is more common)
Module 3, Unit 2, Transparency #13
Additional Instructional Techniques for Students with Disabilities Skill Generalization --
The skill benefits the student’s life because he/she is able to use it in a range of different settings and with different people
Facilitate generalization: Frequent practice Fade the reinforcers Practice in different settings
& with different people