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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.

The Role of the Paraprofessional in the IEP Process

Picture of a para walking and holding a folder. When a student is identified as possibly needing special education and related services under the DCD category, the educational team—under the leadership of a qualified licensed special education teacher—must conduct a comprehensive evaluation and assessment to determine eligibility. The evaluation must clearly document the student’s needs in both adaptive behavior and intellectual functioning; otherwise, the team may need to determine eligibility under another more appropriate special education category. Once the evaluation is complete and the student meets the DCD criteria, the team convenes to develop an IEP. (You may want to review the Minnesota Rule, Chapter 3525 eligibility criteria discussed in Unit 1, Lesson 2—Eligibility for Special Education under the DCD Category.)

The paraprofessional plays an important role in the IEP process by participating in the observation of student behaviors in the educational setting, recording data, and monitoring student progress. In addition, the paraprofessional works closely with the teacher and other licensed school personnel by sharing their experiences with DCD students and by providing educational supports that address their ongoing needs.

You may also want to review Core Competency Area 3: Assessment, Diagnosis, and Evaluation. The units in Core Competency Area 3 will help clarify the paraprofessional’s role in the IEP process as well as define the parameters of those responsibilities.

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with developmental 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 2a is used with permission from:

Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/general/c3_units.html

Minnesota Rules Chapter 3525. (2005, January 31). Multidisability Team Teaching Models. Retrieved June 27, 2006, from http://www.revisor.leg.state.mn.us/arule/3525/2350.html