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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 paraprofessionalís role regarding communication with students, studentsí families, and the community that supports studentsí learning and well-being.

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

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


Picture of a para working with a student.Introduction

In Lessons 1 and 1a of this unit of the specialized area of Developmental Cognitive Disabilities, you will learn about the paraprofessional’s role in providing educational services to students with DCD, including familiarity with educational roles and responsibilities of teachers and support personnel, the importance of working collaboratively with providers of related services (physical therapy, occupational therapy, vision services, etc.), and other support agencies, and the importance of good communication with students, students’ families, and the community that supports student learning and well-being.

In Lessons 2, 2a, 2b, and 2c, you will gain an understanding of the Individual Education Program (IEP) planning process for students with DCD, including the referral, assessment, and placement procedures specific to teaching students with DCD. In your review of the IEP process, you will learn about a number of assessment areas and tools that the education team can use. Finally, you will learn the definition of and purpose for using a functional curriculum after developing the IEP with a student with DCD.

In Lesson 3, you will learn that students who qualify for special education under the DCD category must be re-evaluated at least every three years based on the guidelines set forth in the Individuals with Disabilities Education Act. The purpose of the re-evaluation is to determine if the student continues to qualify for special education and related services based on their disability and need for service, and to determine the level of supports needed. The re-evaluation process used by the educational team is similar to the original assessment and evaluation to determine eligibility.

Objectives

Upon completion of this unit, you will be able to:

  • Describe the paraprofessional’s role in supporting teachers and other school personnel in providing educational and other support services to students with DCD.
  • Describe the different roles for members of students’ educational planning teams who provide a variety of supports and services for students determined eligible under the DCD category.
  • Describe the paraprofessional’s role in the IEP process for a student with DCD.

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/ 

 

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