ELSE 6196 SPED MAT K-!
2 Internship
Paraprofessional Training Project
Directions for the intern:
Part of developing a strong classroom for students with disabilities is becoming a strong leader
within the classroom. It is the responsibility of the special education teacher to provide
leadership before school starts by developing classroom specific training with the
paraprofessionals and/or teaching assistants that work side-by-side with the teacher and with
the students. The school district may provide general training for these staff members but it up
to the special education teacher to design and deliver very specific training based on the
specific students served in the classroom. Each year and/or possibly within the school year, new
students may be enrolled that require additional training with these vital individuals. This
Paraprofessional Training Project will be directly related to the success of the students.
This project requires the intern to take the role of lead special educator in the classroom and
develop a comprehensive paraprofessional training project specific for their classroom and the
students served within their classroom. Once the information for the training has been
collected the teacher will create a Power Point that will be used as the teacher presents the
training to the paraprofessionals. The clinical supervisor must approve the training project,
observe the training presentation, and complete a signature page (see below) with date
verifying the training was effective. After presenting the training the intern will also include a
one-page reflection of the training project. There is a rubric for the training model and a second
rubric that addresses the use of technology in the project.
Guidelines and required components for the training project:
1. Confidentiality (Standard 1.1 Engaging in Professional Learning and Practice within
Ethical Guidelines) The teacher will address the ethical and legal practice of maintaining
confidentiality of the students in each of the following areas:
a. Discussion of child inside school environment
b. Discussion of child in the community
c. Discussion of the child with the parent
2. Procedures outside of classroom The teacher will review and discuss the rules and
procedures outside of the classroom for the students in order to create safe, caring,
respectful, and productive learning environments for the students in each of the
following areas:
a. Building rules and procedures
b. Playground rules and procedures
c. Cafeteria rules and procedures
d. Bus rules and procedures
3. Description of disabilities (Standard 2 Understanding and Addressing each Individuals
Development and Learning Needs) The teacher will select two target students in the
classroom and explain each student's disability. The description will be a general
overview of the disability. It must be described in accurate but simple terms. Do
not just give an exact definition from the textbook or scholarly source. This part of the
project is to make sure the paraprofessionals have a clear understanding of the
disablity in terms they understand. The two students you are providing information
about will be the same two students you will also use in requirement #4 below.
For example: Autism every student is different but often has issues such as
understanding receptive and /or expressive language, often engages in repetitive
movements, may be fixated on a topic, sensory issues, visual learner, needs routines,
behaviorally defined, difficulty with understanding social cues.
For elements #3 and #4 of this assignment , you will not provide information for every
student in the classroom but you will select only two target children with different
disabilities that you currently are serving. Once you are using this training in your
classroom each year you would explain the disability and child specific needs for every
student you are serving.
4. *Provide child specific information for two students in your classroom. (Standard 1.2
Advocate for Improved Outcomes for Individuals with Exceptionalities and their
Families; Standard 7.3. Collaborate, communicate, and coordinate with families,
paraprofessionals, and other professionals; Standard 2.1 Apply understanding of growth
and development and address individualized strengths and needs of students.
For the two students selected you will present child specific information which includes
each of the following:
a. Family dynamics of the student (Standard 1.2)
b. Support providers (OT, PT, Speech, Counseling) Standard 7.3
c. Academic needs
d. Behavior concerns
e. Safety concerns
f. Health issues
g. Socialization
h. Individual strengths and needs (Standard 2.1)
5. Classroom routines and procedures (Standard 6.1 Uses Routines and Procedures, 6.2
Uses Effective Range of Preventive and Responsive Practices
The teacher will review and discuss the rules and procedures within the classroom
for the students in order to create safe, caring, respectful, and productive learning
environment for the students in each of the following areas:
a. Classroom rules and consequences
b. Specific behavior plans if in place
c. Entering /exiting classroom
d. Transitioning within and out of the classroom
e. Use of classroom supplies and materials
6. Para's roles/responsibilities within the special education and general education
classrooms: This is important so you do not have to waste instructional time telling
them/reminding them what they are to do throughout the day.
a. Daily expectations
b. Child specific responsibilities (one on one, or bathroom duty for a child)
c. Instructional responsibilities
d. Role in implementing classroom rules/procedures/consequences
(Roles/responsibilities in the GEN ED classroom when accompanying one or more
of the students with disabilities)
e. Instruction of helping the child with disabilities compared to assisting every
student in the room
f. Assisting child with disabilities when behavior issues arise (redirection, cool
down, etc.)
