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The National Resource Center publishes six different paraprofessional training manuals, including our Core Curriculum for Paraprofessionals. The goal of these instructional materials is to provide personnel developers and trainers with resources they can use to improve the performance of their paraeducator workforce.
The content in the instructional programs is based on a core curriculum that recognizes the generic nature of the competencies paraeducators must demonstrate to work in various education and related services programs. The individual training programs focus on the specific skills paraeducators must have to work with children and youth of different ages, who have different levels of disabilities and who have different learning needs. Also available is a training manual to help teachers gain a better understanding of their new roles and to prepare them to supervise and work more effectively with paraeducators. All materials have been extensively field-tested throughout the United States.
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These instructional materials are designed to improve the performance of paraeducators working in inclusive classrooms servicing school age students with limited English proficiency. The competency-based program helps participants to learn skills they can apply immediately, to accept new practices, and to increase their understanding of education issues. The modules cover: (1) strengthening the teacher and paraeducator team, paraeducator roles and responsibilities, communication and problem solving; (2) the philosophy of diversity; (3) principles of human development and factors that may impede typical human development; (4) the instructional process (language development, second language acquisition, the individualized education and family programs, assessment, data collection, goals and objectives, instructional interventions, and strategies for one-to-one instruction and reinforcing lessons); and (5) working with culturally diverse children and youth and their families. The format for the instructional modules includes: instructional objectives, time required, equipment and resources required, suggested training activities and exercises, background information for the trainer, and handouts and transparencies. Training procedures involve small group discussions, brainstorming, problem solving, case studies, and role plays. (References accompany each module.)
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While there is increased recognition among personnel developers and trainers of the need to prepare general and special education teachers and professionals from other disciplines to consult with each other, make decisions jointly, and share tasks and information, few efforts have centered on enhancing the unique relationships that exist between teachers and paraeducators. The curriculum content in this training program is designed to help teachers gain a better understanding of their new roles and prepare them to supervise and work more effectively with paraeducators in various education settings.
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While paraeducators have become major contributors in the delivery of education services to children and youth who require individualized attention, opportunities for systematic, standardized training have not kept pace. The goal of these instructional materials is to provide personnel developers and trainers with resources they can use to improve the performance of the paraeducator workforce. This instructional program is one of a series developed by the National Resource Center for Paraeducators in Education and Related Services to prepare paraeducators to work in the following areas:
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As school districts move to serve all children and youth in inclusive classrooms and programs, the roles of teachers are continuing to evolve. To effectively provide services to learners with diverse learning styles, ability levels, and other special needs, differentiated staffing arrangements are emerging. Teachers in general, special, and compensatory education must consult with each other as well as parents and school professionals representing other disciplines. They must also meet regularly with paraeducators to:
You can also preview the first chapter of this training manual.
While the roles of paraeducators employed in transition and vocational education programs are similar to their counterparts who work in more traditional classroom settings, there are major differences. Because much of their time is spent off campus in community learning or vocational training activities, they have more autonomy with regard to adapting instructional strategies and methods to meet the needs of individual students. They also participate as active members of IEP/ITP team meetings. They are frequently called upon to communicate information and provide assistance to parents, and they serve as liaisons between the school, employers, and personnel in other provider agencies.
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This technical assistance manual contains guidelines for paraeducator roles, supervision, and skill and knowledge competency standards on which policymakers and implementers can build to improve the effectiveness of teacher/provider-paraeducator teams. The content includes:
This technical assistance manual contains guidelines for paraeducator roles, supervision, and skill and knowledge competency standards on which policymakers and implementers can build to improve the effectiveness of teacher/provider-paraeducator teams. The guidelines and standards were developed by a project of national significance funded by the Office of Special Education Programs of the U.S. Department of Education. Specific sections address: (1) guiding principles of paraeducator employment roles, preparation, and supervision; (2) the need for paraeducator utilization and preparation guidelines; (3) factors creating a critical need for the development and implementation of standards for paraeducator roles, responsibilities, skill and knowledge competencies, and supervision; (4) distinctions in teacher/provider and paraeducator team roles; (5) scope of teacher/provider responsibilities for paraeducator supervision; (6) standards for teacher/provider supervisory competencies; (7) paraeducator scope of responsibilities and skill standards; (8) scope of responsibilities for paraeducators in program implementation teams; (9) standards for paraeducator knowledge and skill competencies; (10) job descriptions for paraeducators; (11) assessing teacher/p