Department_Chair: Dr. Pamela Michel
Department_Chair_Email: michel@oswego.edu
Additional_Contact: Dr. Amanda Fenlon, Assistant Professor, Dept. of
Curr. & Instruct.
Additional_Contact_Email: fenlon@oswego.edu
Course_Number: SPE 205
Course_Type: New Course
Course_Title: Paraeducators in the Inclusive Classroom
Catalog_Description: This course will focus on the roles and
responsibilities of the paraprofessional serving students with
disabilities in public school classrooms; will provide a rationale for
collaborative teamwork; and vital information related to inclusive
education, characteristics of various disabilities and strategies to
facilitate student success
Prerequisites: Must meet the pre-requisites for employment as a school
district teaching paraprofessional.
SS_every Summer: Yes
Semester_Hours: 3 shs
Justification: There is a growing trend both nationally and locally to
utilize paraeducators (e.g. paraprofessionals, teaching assistants,
instructional assistants) to provide support and supervised instruction
for students with disabilities in public school classrooms. The role of
the paraeducator can be crucial to the success of students with
disabilities. Yet, appropriate training and supervision of
paraeducators is not always available or provided by school districts.
The lack of training and supervision can result in confusion about
roles and responsibilities and have negative implications for students
with disabilities. (Giangreco et al, 2005). This course, to be taught
at the Metro Center in downtown Syracuse during the summer, would
provide relevant content for paraprofessionals either already in a
position, or seeking to obtain a position serving students with
disabilities in general education classrooms.
Course_Objectives: 1. Describe the characteristics of a collaborative
team; why collaborative teams are important for quality education for
students with disabilities; and clearly define characteristics of
effective collaborative team members. (COLLABORATION, KNOWLEDGE,
AUTHENTIC LEARNING)
2. Identify the characteristics and benefits of inclusive education;
describe different ways that students with disabilities can be included
in general education class activities with peers without disabilities;
and describe various strategies to facilitate inclusion of students
with disabilities. (KNOWLEDGE, SOCIAL JUSTICE, PRACTICE, COLLABORATION,
RELFECTION)
3. Articulate how certain characteristics of children and youth with
disabilities (autism, mental retardation, emotional disturbance,
multiple disabilities) may affect learning and school inclusion.
(KNOWLEDGE, SOCIAL JUSTICE, PRACTICE)
4. Identify strategies to help facilitate instruction and encourage
positive interactions between students with disabilities and their
peers. Identify strategies to facilitate independence and selfdetermination of students with disabilities in classrooms and school
settings. (KNOWLEDGE, SOCIAL JUSTICE, AUTHENTIC LEARNING REFLECTION)
5. Distinguish the unique roles and responsibilities of paraeducators;
how various roles and responsibilities facilitate quality education for
students with disabilities; and to identify the roles and types of
responsibilities of other team members who work with students who have
disabilities. Identify and demonstrate self-advocacy skills to clarify
responsibilities and request support to be effective in the role of
paraeducator. (KNOWLEDGE, COLLABORATION)
6. Demonstrate skills needed to implement teacher-planned instruction
for students with disabilities including: (a) accessing and
understanding important student information, (b) understanding the
components of an effective lesson plan,
(c) developing a
repertoire of teaching strategies and instructional modifications that
can be used successfully with a variety of students, (e) positive
behavior support strategies (PRACTICE, AUTHENTIC LEARNING, KNOWLEDGE,
COLLABORATION, TECHNOLOGY).
1. Describe the characteristics of a collaborative team; why
collaborative teams are important for quality education for students
with disabilities; and clearly define characteristics of effective
collaborative team members. (COLLABORATION, KNOWLEDGE, AUTHENTIC
LEARNING)
2. Identify the characteristics and benefits of inclusive education;
describe different ways that students with disabilities can be included
in general education class activities with peers without disabilities;
and describe various strategies to facilitate inclusion of students
with disabilities. (KNOWLEDGE, SOCIAL JUSTICE, PRACTICE, COLLABORATION,
RELFECTION)
3. Articulate how certain characteristics of children and youth with
disabilities (autism, mental retardation, emotional disturbance,
multiple disabilities) may affect learning and school inclusion.
(KNOWLEDGE, SOCIAL JUSTICE, PRACTICE)
4. Identify strategies to help facilitate instruction and encourage
positive interactions between students with disabilities and their
peers. Identify strategies to facilitate independence and selfdetermination of students with disabilities in classrooms and school
settings. (KNOWLEDGE, SOCIAL JUSTICE, AUTHENTIC LEARNING REFLECTION)
5. Distinguish the unique roles and responsibilities of paraeducators;
how various roles and responsibilities facilitate quality education for
students with disabilities; and to identify the roles and types of
responsibilities of other team members who work with students who have
disabilities. Identify and demonstrate self-advocacy skills to clarify
responsibilities and request support to be effective in the role of
paraeducator. (KNOWLEDGE, COLLABORATION)
6. Demonstrate skills needed to implement teacher-planned instruction
for students with disabilities including: (a) accessing and
understanding important student information, (b) understanding the
components of an effective lesson plan,
(c) developing a
repertoire of teaching strategies and instructional modifications that
can be used successfully with a variety of students, (e) positive
behavior support strategies (PRACTICE, AUTHENTIC LEARNING, KNOWLEDGE,
COLLABORATION, TECHNOLOGY).
Course_Description: COURSE OUTLINE
Topics for this course may include but are not limited to the
following:
1. Understanding roles and responsibilities of the paraeducator as a
member of the collaborative team.
2. Identify and develop self-advocacy skills to clarify
responsibilities and seek/receive support and training to be effective
in role as paraeducator.
3. Utilizing research based instructional strategies and accommodations
under teacher direction and supervision.
4. Facilitating positive interactions between students with
disabilities and their peers.
5. Strategies to facilitate independence and self-determination in
students with disabilities.
6. Identifying characteristics of children and youth with disabilities
(autism, mental retardation, emotional disturbance, multiple
disabilities) and understanding how these may affect learning and
school inclusion.
7. Utilizing positive behavior support strategies to enhance student
success
8. Utilizing technology to enhance student learning
METHODS OF INSTRUCTION: Small and large group discussion, mini
lectures, analysis of case examples (e.g., print, video examples),
multimedia instruction, demonstration of effective practices, guided
practice, role playing.
MEANS OF EVALUATION: Quizzes, reflective journals, projects and
performances according to instructor's established criteria and course
objectives
Resources: RESOURCES AND FACILITIES REQUIREMENTS: This course will be
offered at the SUNY Oswego Metro Center in Syracuse. The instructor and
students will utilize technology resources (computers,internet,smart
cart). The instructor has applied for a grant to cover purchase of
additional course materials.
Bibliography: BIBLIOGRAPY
Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing
interactions between students with severe disabilities and their peers
via paraprofessional training. Exceptional Children, 71, 431-444.
Causton-Theoharis, J. & Malmgren, K. (2005) Building bridges:
Strategies to help
paraprofessionals promote peer
interactions. Teaching Exceptional Children, (37), 6, 18-24.
Chopra R., & French, N. (2003). Paraeducator relationships with parents
of students with
significant disabilities. Remedial and Special Education, 25(4), 240251.
Chopra, R., Sandoval-Lucero, E., Aragon, L., Bernal, C., Berg de
Balderas, H., &
Carroll, D. (2003). The paraprofessional role of connector. Remedial
and Special
Education, 25(4), 219-231.
Doyle, M.B. (2002) The Paraprofessional's Guide to the Inclusive
Classroom
Working as a Team, Second Edition. Baltimore, MD: Paul H.
Brookes.
ERIC/OSEP Special Project (2003). Paraeducators: Providing support to
students with
disabilities and their teachers. Research Connections in Special
Education, 12.
Arlington, VA: The ERIC Clearinghouse on Disabilities and Gifted
Education.
French, N. (2000). Taking time to save time: Delegating to
paraeducators. Teaching
Exceptional Children, 32(3), 79-83.
French, N. (2003). Managing paraeducators in your school: How to hire,
train, and
supervise non-certified staff. Thousand Oaks, CA: Corwin Press, Inc.
French, N., & Chopra, R. (1999). Parent perspectives on the roles of
paraprofessionals.
Journal of the Association for Persons with Severe Handicaps, 24(4),
259-272.
Gerlach, K. (2001). Let's Team Up! A Checklist for Paraeducators,
Teachers and Principals. Washington, DC: National Education
Association of the United States.
Gessler Werts, M., Harris, S., Young Tillery, C., & Roark, R. (2003).
What parents tell us
about paraeducators. Remedial and Special Education, 25(4), 232-239.
Giangreco, M. F., Broer, S. M., & Edelman, S. W. (1999). The tip of the
iceberg: Determining whether paraprofessional support is needed for
students with disabilities in general education settings. The Journal
of the Association for Persons with Severe Handicaps, 24, 280-290.
Giangreco, M., Doyle, M.B. Broer, S. (2005) Perspectives of students
with intellectual disabilities about their experiences with
paraprofessional support. Exceptional Children,(71), 4, 415-430.
Pickett, A. L., & Gerlach, K. (2003). Supervising Paraeducators in
Educational Settings:
A Team Approach. Austin, TX: PRO-ED, Inc.
Rueda, R., & DeNeve, C. (1999). How paraeducators build cultural
bridges in diverse
classrooms. Community of Caring Journal, 3(2), 53-55.
Warger, C. (2003). Supporting Paraeducators: A Summary of Current
Practices. OSEP,
E642, 1-2.
Other_Comments: