[AERNet] 19 ways to step back & paraproprofessionals

[Diane Moshenrose]

In response to your inquiry about paraeducators, I have recently tried
to get a part-time paraeducator for a high school student I'm working
with.  He lost most of his vision in the Fall, 2006.  I was having
difficulty getting a paraeducator because there were few to choose from
since they are required to have completed about 48 units of college
classes and receive no benefits as part-time workers.  In the past, we
could use older adults with life experiences but not necessarily the
college credits.  I have finally found a upper division college student
who wanted the job.  
Diane, TVI, CA

>>> Frances Mary D'Andrea <literacy2 at mindspring.com> 03/17/07 8:10 AM
>>>
Hi, Carol, and everyone,
I'm glad you mentioned the "19 Ways" poster, which is available free  
from AFB. But I also want to put in a plug for the original source of  
the steps! They were originally from the book "Classroom  
Collaboration" by Laurel Hudson--they are outlined on the inside  
front cover of the book, and were so well written that we worked with  
Laurie to put them on a poster! The book is still available from  
Perkins--go www.perkins.org, and then click on the publications link  
to find it. It's a nice book with suggestions for working as a team  
with public school classrooms in mainstreaming children who are blind  
or visually impaired, including ideas for in-services. The book is  
$20 and a nice resource.
I hope the poster helps, Carol.  AFB also sells a book in their "When  
you Have . . . " series that is especially for classroom aides: "When  
You Have a Visually Impaired Student in Your Classroom: A Guide for  
Paraeducators" by Joanne Russotti and Rona Shaw. That might have some  
suggestions as well. This can be a frustrating situation--especially  
when someone thinks he/she is being helpful.

Off the subject a bit, but related:  I'm curious to know if any of  
you have seen any changes in the way paraprofessionals are used,  
trained, and assessed because of NCLB. I know the provisions apply  
specifically to Title I, but has there been a general "spill over"  
effect to all parapros? Are school districts generally more concerned  
about the training and assessing of paraprofessionals now? Or have  
you not seen much difference in general?
Thanks,
--FM

On Mar 16, 2007, at 9:31 PM, Carol Evans wrote:

> This is such a wonderful list!
>
> Thanks to all who responded, on list and off, with the
> text and or websites from where it could be obtained.
>
> I called AFB and ordered the posters. My urgent need
> is for training for classroom assistants for students
> with a variety of disabilities. There are some of them
> who just do not get it, and continue to foster
> dependency. The principles in this list apply to all
> kinds of students with disabilities. I'm working as
> the school psych on a team for a child whose morning
> aide is so enmeshed that she does not see that she is
> harming his development. She is under the delusion
> that he's on grade level because he does EVERYTHING
> correctly when she is with him, and "what's wrong with
> the rest of you if he can't do it with you?"  She does
> not get that she is giving him the answers.
>
> Aarrgghh! Pardon me for venting!
> Carol
>


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