2. Explain paraprofessional
expectations clearly to both the teacher and the para. Make sure the teacher
knows if the para is there to only assist one student or if they can ask them
to help with other students as well. In addition, it's important that the para
understands their position in the general education classroom. It's easy to
provide too much help or to fade into the background and not provide enough
help. Make your expectations clear. I use this data sheet to help my paras
monitor inclusion time. Another important thought- inclusion is when the
rest of your school sees how to treat students with disabilities. Make sure
it's a positive view and that they are seeing how capable they are. Your paras
that go to inclusion classes are modeling the appropriate way for others to
interact with the student they are working with. It needs to be an age
appropriate and positive model.
3. Work with the general education
teacher to break down each unit. Find out what the big idea is that we want
students to learn. You may have to narrow it down for your special education
students because secondary content is difficult, and it keeps getting harder!
For each unit, the general education teacher determines the big idea, comes up
with a few domain specific vocabulary words, and creates a modified assessment.
Then, my paras talk with the general education teachers to get this information
and on days where there is extra time, they work with the student(s) to help
them learn the specific content that we've decided on.
4. Modify assignments but ensure
that the students are working on the same topic and similar skills. For example,
you might modify the instructional level by providing material on the same
topic but at a lower reading level. Or, you might modify or narrow down
the content, as discussed in the last tip. For example, if students in a home
economics type class are learning about creating a budget, our students on IEPs
may be learning to determine if they have enough money to make a single
purchase. They are still working on a similar skill related to budgeting, but
it's a prerequisite skill and it's more appropriate for their current learning
level. You can also modify the performance criteria. Maybe the rest of the
class is writing a 5-paragraph essay but your students in special education are
writing a one paragraph response or creating a PowerPoint presentation. It’s important
that inclusion is more than being physically present! Find something meaningful
that’s at their level and that relates to the content area and the current unit
of study.
5. Try to
find time to pop in and observe on occasion. It’s so helpful to actually see
what’s happening in the classroom. You’ll be able to make quick adjustments. It’s
hard to give advice to paras that are spending time in inclusion when you don’t
know what is happening in the class. This has been an eye-opening experience
for me! Plus, I love observing and learning new things from other teachers!
Finally,
remember that building a relationship with your general education colleagues
can take time. Some are easier to work with than others. Try to be approachable,
provide support and ask them questions. We are teachers and we all love that
lightbulb moment when we see a student learn something new. We must get that
same buy in with our general education teachers, and sometimes even our
administrators. Help them see how successful students with IEPs can be in their
classes by assisting with accommodations. Successful inclusion starts with us.
Guys, we have to work together and as a team. We have to do more than consider
inclusion a break for us and let it be the general education teacher’s problem. I know you have a million things to do but I also promise that it gets easier with time. Keep pushing for your students to be included and keep educating your administrators and colleagues. We can create an inclusive environment for each student.
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