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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.


Summary

In Unit 2 of the specialized competency area, Developmental Cognitive Disabilities, you had the opportunity to focus on three main areas: reviewing the roles of the paraprofessional and other members of the student education team; exploring the processes for the IEP; and examining the re-evaluation processes and tools as well as the professional/paraprofessional roles in re-qualifying a student with DCD for special education supports and services.

In Lessons 1 and 1a you learned the foundations for, processes involved in, and the roles and responsibilities of the paraprofessional and other education team members. These roles and duties pertained to identifying the possible need for a student with DCD to qualify for special education, determining the student’s eligibility, completing the assessment and evaluation process, developing the IEP, identifying and implementing special education placement and services, as well as monitoring a student’s progress, making revisions, and conducting the re-evaluation process every three years.

In Lesson 2 and its related lessons, you reviewed the IEP process, including the role of the paraprofessional in that process as well as other team members. A wide variety of assessment tools and tools for intellectual functioning were covered (such as the seven adaptive behavior domains) as well as the verification that a student has educational needs in both adaptive behaviors and cognitive functioning. In addition, you learned about the using a functional curriculum that teaches skills useful to the student, increasing 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.

In Lesson 3, you learned 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 IDEA 2004. 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 process used by the education team is similar to the original assessment and evaluation to determine eligibility.

 

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