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7.1 (7K1B, 7S5C): Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents.
7.2 (7S1B): Ability to use ethical practices for confidential communication about students. |
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Facilitator Supplement
Worksheets in this Unit
All worksheets are Adobe pdf files. Adobe
Acrobat Reader is required to view and print the worksheets.
Lesson 1
Lesson 2
Facilitator Supplement
Activities included in this section are only those activities that
will be led by the facilitator. Other activities can be found in the
lessons.
- Parent Involvement in the Special Education Process
- Have your learning group read the article: Involving
Parents in the IEP Process.
- Facilitate a discussion on what they can do, as paraprofessionals,
to interact positively with parents of students with disabilities.
Offer suggestions, tip sheets, or brainstorming opportunities
to encourage discussion about their role.
- Confidentiality Scenarios: The cases below describe situations in
which problems related to confidentiality could develop. Discuss them
with your facilitator and decide what would be appropriate ways to
respond.
Get a worksheet
that you may print for these five scenarios.
- Mrs. Richards has been a paraprofessional at Marquette Elementary
School for ten years. Her three children all went to school there,
and her youngest child has just entered the fifth grade. In Mrs.
Yoshika's classroom, where she now works primarily with students
with disabilities, Mrs. Richards is friendly with many of the
students' parents. While at the grocery store a parent of one
of the students in Mrs. Yoshika's room asks Mrs. Richards about
one of the students with disabilities. She says, "Surely she cannot
keep up with the other children. This just can't be the right
place for her." What should she do?
- Mildred Jamieson is a paraprofessional who works in a middle
school. Allison, one of the students in the class Mildred is assigned
to, attends the same church she does. Reverend Thomas, the new
young minister at the church has counseled many youth and their
families. Reverend Thomas has asked Mildred if she can provide
him with information about how she thinks Allison is doing in
school. What should she do?
- Mr. Feingold is a new paraprofessional who is assigned to an
early childhood class. Before he started to work the principal
told him that he was required to maintain confidentiality about
the lives and records of the students he works with. He has just
walked into the teacher's lounge where he encounters Mrs. Snodgrass
who has been a second grade teacher at Lincoln Elementary for
35 years. She knows most of the families and often talks about
their lifestyles and child rearing in the lounge. She pushes Mr.
Feingold to talk about Annie who is a student with a disability
in his class. What should he do?
- You are the bus aide for Christina. She has been having behavioral
issues in her classroom and the teacher has been in contact with
her parents. You frequently see Christina's mother when the bus
drops Christina off after school. One day Christina's mother asks
you for an update on a specific behavioral issue. What should
you do?
- You work as a paraprofessional in an elementary school. One
of your job functions is to be an educational assistant for an
autistic fourth grade boy, Joey. Your neighbor's child is in the
same class as Joey. You run into your neighbor at the grocery
store and she is quite upset that a student named Joey is behaving
poorly in her child's class. She knows you work at the school
and wonders if you might know this student and what is wrong with
him. What should you do?
- Discuss scenarios relating to 7K1B: Awareness of typical concerns
of parents of individuals with learning needs.
Get a worksheet
that you may print for this activity.
- Use the following questions to facilitate a discussion with your
learning group.
- Identify one example from your personal experience of a school
interaction that was family centered.
- Identify one example from your personal experience in which
a family-centered philosophy of support was ignored or violated.
- How did you feel when you experienced these situations?
- Did you experience any long-lasting results of these situations?
- Discuss how your school works as a team and with families. What
changes could you suggest that would help strengthen these relationships?
- Why is confidentiality important to the role of the paraprofessional?
- Give an example of how a paraprofessional might be faced with
an issue of confidentiality.
- What are some types of confidential information that a paraprofessional
might have access to?
- Does a school need written parental permission to give out confidential
information? Explain.
- What type of records is a school not required to give out even
with parental/student request in a post-secondary setting?
- Is discussion of personally identifiable information regarding
a student in any public area unethical and illegal? Give an example
of how discussion of this information might affect a paraprofessional,
a student, or a family.
- Several links to articles are included in the Explore
section. Use these articles as a foundation for a discussion about
the topics covered in this unit.
- Consider using a tracking worksheet
for Paraprofessionals to monitor their progress through the units.
- For information on how to start an online discussion area, see the online
resources section.
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