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K7: Knowledge of basic personal support needs of students with DCD (including the medical complications and implications of tube feeding, catheterization, seizure management, and CPR).

S1: Basic knowledge of how to effectively use and maintain orthotic, prosthetic, and personal assistive and adaptive equipment.

S2: Familiarity with the use of recommended mobility techniques for supporting students with DCD.

S3: Familiarity with strategies used to support the self-care, health, and safety needs of students with DCD.

S4: Familiarity with basic emergency and accident procedures useful with students with DCD.

S8: Familiarity with the use and maintenance of alternative and augmentative communication systems appropriate for students with DCD.


Facilitator Supplement

Worksheets in this Unit

All worksheets are Adobe pdf files. Adobe Acrobat Reader is required to view and print the worksheets.

Lesson 2: Learning about Assistive Technology Resources for Students with DCD

Facilitated Activity

The activity in Lesson 2 is designed to encourage paraprofessionals to apply what they have learned in this lesson on assistive technology. To this end, the activity is a reflection on the information learned and an opportunity to think about a specific student with DCD that a paraprofessional is currently supporting or has supported in the past and then apply the learning to the student’s current situation. In addition, paraprofessionals are asked to develop a seven-step proposal to respond to a DCD student’s need for assistive technology in a specific area in his/her life. Each of the steps includes a set of questions that are specific and challenging. The paraprofessional is asked to explain why he/she chose to apply the learning in that specific way and then describe how they would follow through in a number of different ways. All answers should be written on a printed form next to the question asked.

This type of activity lends itself well to group or one-on-one discussions with the facilitator. It provides strong evidence of the paraprofessional’s understanding of the topic, along with the means for deepening the learning around the given topic. Questions for discussion could include: Why did the paraprofessional choose a specific area of the student’s life? What resources for assistive technology were explored? What assistive technology device was chosen and why?

Discussion Ideas

The following discussion questions can be used with paraprofessionals about their experiences learning about the two lessons and related concept lessons in Unit 3: Supporting Students with Developmental Cognitive Disabilities.

Lesson 1—Strategies and Techniques for Supporting Students

  • Because the supports needed for students with DCD change over time as the student grows and learns, what role can you play to assist your supervisor, special education teacher, regular education teacher, and other members of the student IEP team in accommodating those changes?
  • What activities can you perform to provide assistance to students whom you support?
  • In what specific areas of a student’s educational experience can you support students with DCD?

Lesson 1a—Supporting Social Competence

  • How would you define social competence?
  • Why is it an important area for students with DCD?
  • What are different ways of supporting students with DCD in the area of social competence?

Lesson 1b—Supporting Physical, Health, and Mobility Needs

  • What are examples of physical, health, and mobility needs of some students with DCD?
  • How different are mental, emotional, and spiritual needs different than physical, health, and mobility needs?
  • What are different ways of supporting students with DCD in the area of physical, health, and mobility needs?

Lesson 1c—Supporting Academic and Educational Skills

  • Is it important to know how students with DCD learn? How can you support students with DCD effectively? How can you organize instruction to facilitate the best outcomes for students with DCD?
  • Why is it important?
  • What are different ways of supporting students with DCD in the area of academic learning and growth?

Lesson 1d—Supporting a Safe Place for Students to Learn

  • Do you believe that those students with DCD who feel safe and secure in an educational environment are more successful in achieving their academic and learning goals? What is the basis for your belief?
  • What are different ways of supporting students with DCD in the area of preparing for and responding to emergencies and feeling safe and secure in an educational environment?
 

 

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