Inclusion…

1. Inclusion… The Role of the Para Educator Lafourche Parish School Board Pupil Appraisal Center Christina Ritter, M.Ed. Raecheal Vizier, M.Ed. Special Education Program Effectiveness Liaisons Lafourche Parish Program Evaluation Team

2. Topics and Learning Objectives • Define Inclusion • Laws • Statistics • Define Special Education Teacher • Roles and Responsibilities of Special Education Teacher • Define Paraeducator • Roles and Responsibilities of Paraeducator • IEP • Communication/Collaboration • Para Documentation

3. Group Norms • Take Care of Yourself • Participate Actively & Freely • Ask Questions • Share insights & experiences • Listen to one another actively • Help one another • Be solution finders & problem solvers • Be student focused • Be on time • Silence all electronic devices

4. Defining Inclusion… Inclusion is educating all children with different-abilities in regular education classes regardless of the nature of their disabling condition(s). Inclusion means creating communities where everyone is welcomed and valued. Inclusive education, according to its most basic definition, means that students with disabilities are supported in chronologically age-appropriate general education classes in their home schools and receive the specialized instruction delineated by their individualized education programs (IEP's) within the context of the core curriculum and general class activities. FSU Center for Prevention & Early Intervention Policy, 2001

5. Laws • 1975- Educating the Handicapped Act • Free and Public Education (FAPE) for all children with disabilities aged 5-21 years. • 1986- Amendment • Extended FAPE to children aged 3-5 years. • 1990- Americans w/ Disabilities Act • 1990- Individuals w/ Disabilities Education Act (IDEA) • Renamed EHA to IDEA, replaced “handicapped” with “children with disabilities, included autism and traumatic brain injury, defined Assistive Technology, and addressed least restrictive environment. • 1997- Amendments • Further strengthen the rights of children with disabilities • No Child Left Behind

6. Basic Statistics • Today, 54 million Americans about 1 in 5 have a diagnosed disability. • 5.8% of school aged children have disabilities. • As of September 2011, Lafourche Parish Schools has a total of 1, 476 special education students.

7. Roleof the Special Education Teacher There are two roles a special education teacher may play in an inclusive classroom — permanent or temporary co-teaching. Often they also facilitate a resource or study skills classroom. Teachers who work with a variety of disabled students are known to be in the educational field of Special Education. In most cases students will have disabilities ranging from emotional, physical based to cognitive learning problems that need extra special levels of attention from what is offered in the classroom. Often times it is just a quick revision or change in the normal curriculum that makes learning more productive for students in special education. Special education teachers write IEPs based on data, work collabortively w/ staff on the implementation of IEPs, implement programs with fidelity, monitor student progress towards IEP goals, monitor report card grades & student progress in the inclusion setting, progress monitor students twice a month, maintain parent contact, chart academic progress, chart behavior, and supervise paraeducators.

8. Role of the Paraeducator A paraeducator is a school employee who assists and supports teacher-directed instruction in both the general education and special education setting to assure the success of special education students. Paraeducators work under the supervision administrators and teachers (regular and special education). A paraeducator, following the appropriate training, performs tasks prescribed by the certified professional. Paraeducators provide services, under supervision, in the following areas: educational programs, behavior programs, OT, early intervention & preschool, computer assistance, small group & one-on-one instruction, PT, speech/language therapy, recreational programs, health assistance, etc. The role of a paraeducatoris to observe & chart student progress, behavior, enforce school, program, & class rules, assist students w/ interpersonal problem solving and conflict resolution, oversee student activities, assist in crisis intervention, maintain safety, implement behavior plans, assist with hygiene, perform physical duties, participate in continuing education, confidentiality/dignity and maintain positive attitude with students & staff.

9. IEPs • The Individualized Education Plan is a legal document in which all Lafourche Parish School Board employees are bound too. • IEPs address the needs of special education students through accommodations for both classroom instruction and testing. • IEPs are written based on student data. The IEP team drives the decision making process. • All para educators are required to know basic background information about students they are supporting including the specific accommodations and programming design. • All aspects of the IEP including printed documents are confidential.

10. Communication/Collaboration • Communication is defined as a document or message imparting news, views, information, etc. • It is expected that the general education and special education teachers communicate with each other concerning student progress or concerns. • The para educator too should have communication with both the general education teacher and the special education teacher. This maybe a challenge so we suggest using a communication log or designating a time of the day to speak with the special education teacher (teacher of IEP authority). • Collaboration is defined as the act of working together to achieve a common task. Our task is student success in the inclusive setting.

11. Para Documentation • All para educators must maintain a daily documentation log for every student in every class they support. • This should be some form of charting ie checklist. • Para educators should not take subjective/opinion writing general notes. • Liaisons and/or department heads at schools can provide a chart/form to use. • Para educators are not permitted to communicate with parents for any reason. • Parent contact is the sole responsibility of the general education teacher and the special education teacher.

12. Closure • Do what’s best to support special education students in the inclusive setting • Be knowledgeable ( law, statistics, IEPs) • Understand roles: special education teacher and para educator • Work collaboratively • Maintain open lines of communication with the general education teachers that you work with and special education teachers (teacher of IEP authority) • Document your efforts daily using a charting form

13. Questions/Comments Contact: critter@lafourche.k12.la.us rvizier@lafourche.k12.la.us