individual learning differences special education paraeducator credential of competency standard # 3

Individual Learning Differences

Special Education Paraeducator Credential of Competency

Standard # 3

Local Policy

Your local district’s policies regarding Paraeducator job descriptions, duties, and responsibilities prove the final word!

Agenda

Identify the Learner Outcomes and purpose of training

Define our own Culture and beliefsDescribe basic cultural factors

influencing families that may assist or impede active involvement

Agenda

Explore Individual Learning Differences

Discuss Communication StylesRecognize Indicators of Abuse or

Neglect

Learner Outcomes

Participants will be able to:define your own culture and beliefs.discuss culture appreciation.examine how values and beliefs

influence interactions with others.discuss communication styles and

their effect on working with others.

Learner Outcomes

Participants will be able to:describe basic cultural factors

influencing families that may assist or impede active involvement.

describe indicators of abuse or neglect.recognize indicators of abuse and

neglect.

Class BackgroundInventory Activity

Cross-Cultural Competence

Culture and Beliefs

Cross-Cultural CompetenceThe ability to feel and act in a

respectful, comfortable way with others who come from different backgrounds; be it different social backgrounds, linguistic backgrounds, or cultural backgrounds.

Culture and Beliefs

Cross-Cultural CompetenceIt is on-going because culture is

dynamic, we meet different people everyday.

The process of cross-cultural competence is a life-long voyage.

Culture and Beliefs

Culture A way of perceiving, believing,

evaluating, and behavingA framework that guides life’s

practicesA learned, shared, and always

changing

Culture and Beliefs

Culture A way of life of a group of peopleA shared world view including:

– values and beliefs

– roles and responsibilities

– standard of behavior

– preferences

Culture and Beliefs

Culture Unique characteristicsSpecialized needsImplications for

– academic– social– emotional

Culture and Beliefs

Interaction of Multiple CulturesCulture of the FamilyCulture of the Program or School

SystemCulture of the Disability

Culture and Beliefs

Parents’ Perspective

Respect Family CulturesLearn from diversityParents/siblings educate classmates

Individual Learning Differences

Individual Learning Differences

StereotypesOversimplified perceptions, opinions,

or beliefs regarding a person or group

Belief that all people from a particular group are the same

Individual Learning Differences

Stereotypes ActivityWhat stereotypes do we have about

children and adults who are blind or visually impaired?

What stereotypes do we have about children and adults with disabilities?

How do these stereotypes influence our expectations and instruction?

Individual Learning Differences

Teaching to all

Learning stylesMotivational stylesStrengths and challenges of each

student

Individual Learning Differences

Teaching to all

Develop relationships with familiesKnowledge of individual studentsUnderstanding of various disabilities

Individual Learning Differences

Teaching to all

IntellectualPhysical SensoryCommunication/emotional

Individual Learning Differences

Parent’s PerspectivePlease remember to keep the “I” for

“Individual” in IEPChildren are like snowflakesEach child learns differentlyEach learning disability affects each child

differently

Communication Styles

Communication Styles

Nonverbal CommunicationSilenceProximityTouchingEye contactEmotional expressivenessGestures

Communication Styles

On the handout, mark the “Communication Hooks” that bother you.

Why are they bothersome?How do you respond when you

encounter them?

Communication Styles

Parent’s Perspective

Multiple message meanings:

When “No” means something else

Child Abuse and Neglect

WHAT SHOULD YOU DO???

Child Abuse and Neglect

Forms of Child AbusePhysical neglectPhysical abuseMental abuseSexual abuse or exploitation

Physical Neglect

Physical Characteristics Hungry or always

tired. Frequent absences. Poor hygiene. Clothing is

inappropriate for weather conditions.

Behavioral Characteristics Lying or Stealing. Unresponsive. Doesn’t relate well to

others. Alcohol or other drug

abuse.

Physical Abuse

Physical IndicatorsHistory of injuriesHead trauma,

fractures, abdominal trauma, burns

Abnormal bruising

Behavioral IndicatorsSelf destructiveWithdrawn and/or

aggressiveWears clothing

inappropriate to weather

Wary of adult contact

Mental AbusePhysical Indicators Child may seem afraid

of parents. Parents may blame

child for all wrongdoing. Parents may give

contradictory or evasive information.

Child’s boundaries are violated.

Behavioral Indicators Extremes in behavior May be inappropriately

adult or infantile Child may display

antisocial or neurotic traits

Sexual Abuse or ExploitationPhysical Indicators Difficulty walking or

sitting Bruises or bleeding in

genital area Torn, stained, or

bloody underclothing Venereal disease

Behavioral Indicators Precocious sexual

knowledge Verbal disclosure Inappropriate sexual

behavior Extra layers of clothing

ChildLine Number – Where abuse is

reported

Wrap Up

Participants will:Define own culture and beliefsDiscuss culture appreciationExamine how values and beliefs

influence interactions with othersDiscuss communication styles and

their effect on working with others

Wrap Up

Participants will:Describe basic cultural factors

influencing families that may assist or impede active involvement

Describe indicators of abuse or neglect.

Recognize indicators of abuse and neglect

Wrap Up

Participants will:

Complete the Paraeducator

Development Plan

Complete Session Evaluation