Para eLink: Where Minnesota's Paraprofessionals Learn Online

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K6: Basic understanding of the referral, assessment, planning, and placement procedures specific to teaching students with DCD.

K8: Understanding of how the Individualized Education Program (IEP) is used to design and implement developmentally appropriate instruction for students with DCD.

K11: Knowledge of the role of related service providers (physical therapy, occupational therapy, vision services, etc.).

K12: Understanding of the paraprofessional's role regarding communication with students, students' families, and the community that supports students' learning and well-being.

K13: Understanding of the paraprofessional's role in working with providers of related services (physical therapy, occupational therapy, etc.).

K14: Understanding of the paraprofessional's role within the roles and responsibilities of teachers and support personnel in providing educational services to students with DCD.

Reviewing Roles: The Paraprofessional

Picture of a para working with a student.

Paraprofessionals play an essential role in supporting students with disabilities in the educational setting. Their exact role in supporting the educational goals of students with disabilities varies depending on the needs of the students. You may recall from Core Competency Area 5: Supporting the Teaching and Learning Environment, the primary role of a paraprofessional is to be supportive in the teaching and learning environment. The paraprofessional’s responsibilities are guided by the teacher and other professionals who also work with students with disabilities. Your role is to support the teacher in helping a student achieve his or her educational goals. You also bring your own talents, skills, and knowledge to the job. These life experiences contribute to the overall support of the educational setting. Some of the top responsibilities you have as a paraprofessional supporting a student with disabilities include:

Working effectively and cooperatively with teachers and other school personnel to assist students with DCD in the classroom, while on field trips, and in other educational settings.
Working effectively and cooperatively with other professionals and community members on the student’s educational team in determining eligibility for special education under DCD, during the evaluation process, in developing and implementing the IEP, in suggesting ideas for placement possibilities, and in providing education options and services.
Communicating clearly and sharing information respectfully about a student with DCD whom you support with education team members, other school and community professionals, and other community members who are a part of the student’s support network.
Supporting students with DCD in accomplishing their educational goals by:

Adapting instruction and educational environments to meet the needs of the students you support.
Understanding assistive technology and adaptive equipment used by the students you support.
Encouraging opportunities for inclusion with students and other people who do not have disabilities.
Understanding and implementing the student’s individualized education, health, and emergency programs and plans appropriately.

Providing leadership to other students and school personnel by advocating for the needs of the students with DCD whom you support.

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/

A portion of the information for Lesson 1 was used with permission from:

Institute on Community Integration. (n.d.). Para eLinkCore Competency Area 5: Supporting the Teaching and Learning Environment. Minneapolis: University of Minnesota. Retrieved June 30, 2006, from http://ici2.umn.edu/elink/general/c5_units.html