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