Para eLink: Where Minnesota's Paraprofessionals Learn Online

competencies | tutorial | glossary | help | site index

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.

Lesson 2c Reinforcement

Activity 1: QuickQuiz

Activity 2: Creating a Functional Curriculum Based on Student Needs in Each of the Seven Adaptive Behavior Domains

Creating a Functional Curriculum Based on Student Needs in Each of the Seven Adaptive Behavior Domains

Based on Unit 1, Lesson 1a of the specialized core competency area on DCD, “functional curriculum” is instruction that teaches a variety of skills frequently needed in typical domestic, vocational, and community environments. They include basic skills that a student needs in order to adequately function in these environments.

A functional curriculum teaches skills that are useful to the student and improve his/her independence. The skills taught are based on the assessment information and the needs of the student in each of the seven adaptive behavior domains:

Daily living and independent living skills,
Social and interpersonal skills,
Communication skills,
Academic skills,
Recreation and leisure skills,
Community participation skills, and
Work and work-related skills.

The student’s goals and objectives are based on improving life skills that are helpful, increasing independence, and creating opportunities for social relationships with others who do not have disabilities. These are taught in a natural setting where the skill is typically used. Consideration should also be made for the age-appropriateness of the skill as well as the type of instruction used to teach the skill. One of the many roles and responsibilities you have as a paraprofessional is to support this functional approach to teaching and learning.

Based on this general information, reflect on your role as a paraprofessional and think of a student with DCD whom you support. Now, mindful of the limitations and opportunities in your job description, respond to the following questions:

What functional skills (list one or two) would you suggest that your supervisor teach in each of the following seven adaptive behavior domains and why?

Adaptive Behavior Domain	Functional Skills Suggested	Why?
Daily living and independent living skills	1. 2.
Social and interpersonal skills	1. 2.
Communication skills	1. 2.
Academic skills	1. 2.
Recreation and leisure skills	1. 2.
Community participation skills	1. 2.
Work and work-related skills	1. 2.

How would you monitor the progress of this functional skill development?
What role(s) would you be willing to play, and what activities would you be willing to engage in to support your student in achieving this functional curriculum?
How would you measure if your student is functioning more effectively in any one of the seven areas, especially those in which you are providing instructional assistance or other support activities?

What would you do? Print worksheet & write it down.

Get a worksheet that you may print for this activity.