"The range and flexibility of paraeducator
positions make it difficult for most folks to
understand exactly where our role begins
and ends. We are the mortar that fits where it
needs to fit to keep the whole structure
together." Sandie Blankenship, Special Education
Paraeducator, North Kingstown, Rhode
Island
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We comprise 46 percent of NEA ESP members -- more
than 151,000 members
81 percent of us work full time
66 percent of us do not have an advanced degree, but 38
percent of us plan to earn one within the next four years
85 percent of us have attended professional development
training in the past two years
12 percent of us are currently attending school or college
71 percent of us work with special education students
63 percent of us are paid on an hourly basis, with an
average wage of $10.95 per hour
*Source: 2002 Status of NEA K-12 ESP Membership Study
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Lost in space
Isolated
Rely on teachers for all direction
Lack of common sense
Just don’t get it
Bottom Line: Go about your duties mindfully, not mindlessly. If
there is some aspect of the job that you don’t understand, find out
more about it.
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interests,
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strengths,
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disability,
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functioning levels,
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adaptations,
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processing time,
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executive functioning
 Getting To
 Learning
Know Your Student.pdf
Style Protocol
 ParaEducator
Student
Checklists.doc
Instructional Technology
Assistive Technology
https://atcloud.wikispaces.com/
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Repeats everything the teacher
says
No original thinking
Teaches to the students weakness
Does not utilize provided
accommodations and supports
Bottom Line: Facilitate attention to, and participation in asks, rather
than merely repeat what the teacher just said.
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Ego and Attitude
A thorn in everyone’s side
“I already do that”
Stress and strain on the
classroom
Bottom Line: There’s no place for this type of closed minded
arrogance in the education of students with or without special needs.
No matter how much knowledge or experience an individual has,
there is always room for improvement.
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Selfless, well-intentioned
All things to the student
The “care and feeding” of Learned
helplessness
Promotes prompt dependency
Hinders student competency
Bottom Line: Promote independence by only stepping in when
additional supports and prompts are needed to facilitate their
student’s attention and participation.
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Opposite of helicopter para
The classroom is not a priority
Lack the “substance” to get the
job done
Set the stage for the Fire
Fighter
Bottom Line: Take an interest in the classroom environment. Be
proactive rather than reactive.
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Quick response para
Armed with “tools of trade”
Not fully aware of the situation
Concerned with “putting out the fire”
Not concerned with the “why”
Bottom Line: Watch for signs of impending “disaster”, and step in
before the behavior escalates and the “troops” are mobilized.
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Directive rather than facilitative
Miss rich opportunities in all settings
Take over the interactive role of the
child
Block interactions from occurring
Bottom Line: Facilitate attention to, and participation in asks, rather
than interrupt and/or redirect interactions.
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Programmed by some outside
force
Get the job done at all costs
Task oriented rather than student
oriented
Follow their own flight plans
regardless of the ground
conditions
Bottom Line: Make the changes needed to accommodate your
students’ needs.
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Assumes the whole is greater than the sum of its parts
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Have an almost intuitive understanding of student needs
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Perform duties and responsibilities without prompts
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Mastered the art of reading student cues
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Promote independence
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Evidence a willingness to learn
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Maintain excellent work relationships with others
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Meshes the art and science of support
 www.autisminternetmodules.org
 http://www.thewatsoninstitute.org
 http://cuip.uchicago.edu/wit/2000/team
s/onceupon/readaloudstrategies.html
 KPAStudyGuideREVISED2ndEdition6710.
pdf
 http://www.bigeastcoop.org
 Choice,
opened sentence, systematic,
age appropriate, first/ then, short
sentences on step at time and give
processing time to respond, prompting,
 Time
timers/ internet digital timers
 Graphic
 Reactive
Organizers
strategies (how to put out a fire)