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Only as much as is needed natl conf 4 16

Education - Paraprofessionals - Supporting students without hovering

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Only as much as is needed natl conf 4 16

  1. 1. Only as Much as is Needed: Hovering, Helicoptering or Helping? 4/16 1.5 hr 1
  2. 2. Presented by: Sheri White, Ms. Ed for Northwestern Illinois Association 4920 East State St. Unit 6 Rockford, IL 61108 (815)964-0937 Fax: (815)964-2210 2
  3. 3. Objectives 1. To understand the effects proximity has on student independence 2. To realize how peer and teacher relationships are affected when a student is supported by a paraprofessional 3. To appreciate the value and benefit of peer support in helping students gain independence 4. To embrace the idea of “aide, then fade” and learn other strategies to support students without hovering 5. To become familiar with 4 levels of support 3
  4. 4. 4 Realize that your services are an IEP need for support, not the need for a 1:1. Often times, paras are assigned to classrooms, not students.
  5. 5. Benefits of 1:1 Support • Assists in providing special education and related services under the direction of a qualified teacher/certified staff • Implements positive behavior interventions, supports and strategies • Facilitates social interaction between peers with and without disabilities 5
  6. 6. Effect on Teacher’s Role? • May defer important curricular , instructional, and management decisions to the para • Para may be viewed as the “expert” in understanding the student’s needs. • Responsibility for the student’s educational progress transfers to the para (Marks, Shrader, &Levine, 1999; Giangreco, Broer, & Edelman, 2001) 6 Office of Special Education West Virginia Dept of Education, Feb. 2013
  7. 7. Proximity Effects on Student Independence? 7
  8. 8. Proximity Effects on Student Independence Paras maintain close proximity with student • Physical contact • Sitting immediately next to student • Accompanying students everywhere 8 Office of Special Education West Virginia Department of Education, Feb. 2013
  9. 9. Proximity Effects on Student Independence • Student learns to rely on the aide • Minimizes the frequency and type of peer interactions • Decreases student’s opportunity to become an independent learner. Office of Special Education West Virginia Dept of Education, Feb. 2013 9
  10. 10. Effects on Students’ Social/Emotional Development • Paras may separate the student from his/her classmates • Hovering paras interfere with natural peer supports • Paras interaction with the student may interfere with the general education students’ attention and concentration • Students may feel a loss of privacy (Giangreco, Edelman, Luiselli, & McFarland, 1991) 10
  11. 11. 11 ………..say some students in your classrooms……… Imagine this being a student saying this instead of a teacher.
  12. 12. Have you heard this before? “Hover cover, Velcro effect” 12
  13. 13. Think about it…… • 2 examples of how you have “helped” a student • 2 examples of how you have “hovered” over a student Together: Choose 2 students at your school with whom you may or may not work on a regular basis. For each student, list three independent skills that he or she needs to acquire. What might the role of a para be in maintaining and increasing the students’ independence with those skills? 13
  14. 14. How to Decrease Dependency How to Increase Independency • Create a mindset: I should not do for the students what the student can do for himself. • Use “fading” and “prompting” intentionally and strategically. • Understand and appreciate that your job is not to keep the student from bothering the teacher (Levine, 1999). • Allow student’s work to be authentic, rather than completed by para. • Defer communications with parent to teacher. • Advocate for cross-training/rotating of paras with students. • Ask if 2 paras can be assigned a student with demanding needs (am and pm) • Hope for time to discuss plans with teacher. 14
  15. 15. Increasing Student Learning and Independence Promote self-sufficiency by: • Resisting urge to step in and do things for them • Asking leading questions: • What’s next? • What should we do first? • What else? (1:18) 15
  16. 16. Ask yourself : 1) Can the student participate independently? 2) Is there another student who can provide support? 3) If my support is required, how can I “aide, then fade” ? 4) Am I supporting this student out of need, or out of habit? Does this student truly need support at this moment or am I just in the habit of offering support in this kind of situation? 16
  17. 17. Role of Para: Social Support/Peer Relationships • Facilitates appropriate social interactions between students • Allow students time to communicate independently using their mode(s) of communication • Provide and encourage association with appropriate peer role models. 17
  18. 18. Collaborative Instruction Among Peers (1:43) The Swift Center (is a national K-8 center that provides academic and behavioral support to promote the learning and academic achievement of all students, including students with disabilities and those with the most extensive needs). 18
  19. 19. 19
  20. 20. Benefits of Peer Support Give 2 examples of when a peer assisted a student rather than a para. 20
  21. 21. Levels of Support Low Medium High Transitional 21 Handout
  22. 22. Levels of Support 22
  23. 23. Intentionally plan to FADE prompts/support • Facilitate independence by VARYING the amount of support, monitoring, and prompting based on need and independent level of student. • Plan, systematically with the teacher, on when and how to fade. • Replace your support with visuals. Teach natural, environmental cues. • Aide then fade. 23
  24. 24. Strategies to Facilitate Independence 24