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What Are 10 Things a Paraeducator Can Do To Help a Child?
7 Comments · Posted by readers1 in Paraeducators
By Richard Finegan
Paraeducators–classroom aides in special education, including one-on-one aides–can do any number of things to help a child. But a recent Google search I ran across got me thinking in terms of 10 (not to be confused a David Letterman Top Ten List). All of this needs to be coordinated with your teachers of course, but here are my suggestions:
1. Never underestimate the child’s abilities. I like to observe a new student for a couple of days before I read his or her IEP so I can see how he or she compares to the other students, what the child’s behavior is like, etc, before I see what others have observed. Be sure to read the “Present Levels of Performance” in the IEP so you know what they can already do. Do not assume a child can’t do something just because he or she is in special education or is identified with autism or a “learning disability.”
2. Focus on the child’s strengths, not on the child’s deficits. Is he a visual learner? Kinesthetic? Does she type well? Is he crazy about animals? Does she love Harry Potter? Find out as much as you can about the children’s areas of interest and strength and use these in creative ways to help them succeed at tasks or in subjects where they may have difficulty.
3. Build the child’s confidence. You do this not with false praise but with an honest appraisal of his or her strengths and successes, acknowledgement of areas in which the child can improve, and by giving him or her opportunities to practice new skills not yet mastered.
4. Allow the child to make mistakes. We are quick to tell kids they learn from their mistakes and just as quick to not allow them to make them. It is tempting for an aide, especially a one-on-one, to correct the child’s work on the spot. Don’t edit the child’s assignments for him. It does NOT reflect poorly on you as an aide if the child’s work is imperfect. It does reflect poorly on you if the child’s work is actually your work.
5. Gradually remove supports (the level of assistance you provide a child). Do not get stuck providing a certain level of support because it is comfortable for you and the child. If you help with word processing, make the child take over more of that task. If you reduce the assigned math homework, gradually increase the amount the child is expected to do. I don’t throw the term lazy around carelessly, but I know (when I was new at this) that I have caused at least one child to become lazy because it was easier for me to do some things than deal with his unwillingness to do them himself.
6. Help the child get and stay organized. If you’re like me, you may first have to get organized yourself. Make sure the older children use a calendar (agenda, planner) to keep track of assignments. Color code folders to keep track of homework in different subject areas. Whatever it takes. But always coordinate with parents because no organization will work for long if it isn’t reinforced both at home and at school.
7. Don’t do for the child what his or her classmates routinely do for themselves. Assuming no physical impediment, of course, make the child take responsibility for having daily supplies, following classroom routines, turning in homework, etc. If the child depends on you for these things, you have failed.
8. Give the child responsibility for composing any writing assignment. Writing is a two-step process: (1) putting thought into words–composing–and (2) putting words into text–typing or handwriting. If a student cannot or will not handwrite or word process, it may be permissible to have the child dictate to you. In that case, take down what he or she dictates word for word. Ask where to put in punctuation. Don’t correct as you go. Let the child read what was dictated and make his or her own revisions. Only then would I suggest any corrections or improvements. Gradually remove this level of support.
9. Allow the child to interact with peers, even if those interactions aren’t always positive. Some of our kids will have social interaction issues and do poorly in partner or group work. If we work with them one-on-one we will want to minimize their friction with other students. We should resist the temptation to step in and mediate all disputes or difficulties. Let them learn from working through these problems.
10. Do not get into a power struggle with a child. Back off. Don’t threaten consequences you aren’t prepared to impose. Keep your composure. (Remember why you do this. These kids are great!)
Remember your role is to help the child become independent. When the child no longer needs you, you have succeeded!
abilities · autism · classroom aides · composition · confidence · dictation · general education · IEPs · Inclusion · independence · learning disabilities · mistakes · one-on-one · organization · paraeducator · paraprofessionals · peer interactions · praise · present levels · Richard Finegan · role · special education · strengths · supports
Rose Gilbert · January 8, 2010 at 4:39 pm
This is a great list! It gives wonderful insight to the paraeducator and how their role/behavior will affect outcomes of independence and self-determination for the student.
PS: As a parent of a 29 year old with a developmental disability (who is extremely independent), I applaud your work and wish parents would understand the effects of their behavior as well.
m · March 4, 2010 at 9:16 pm
I loved this article. I am considering becoming a para, applying for a sub-para position at the moment. Thank you for the information.
"The Demanding Classroom" Writes about Paraprofessionals | National Resource Center for Paraprofessionals · December 1, 2010 at 6:05 pm
[...] What Are 10 Things a Paraeducator Can Do To Help a Child? Includes great tips such as "Never underestimate the child’s abilities", "Gradually remove supports" and "Do not get into a power struggle with a child". [...]
Angela · February 8, 2011 at 4:59 pm
This is so important to know. I have such a passion to help children succeed in life. Education is so very important.
Jeannie · June 14, 2011 at 3:47 am
I like your tips, but let me be very clear—You are an AIDE. If you want to be a teacher, get your credential. You do what the teacher asks you to do and YOU, as an aide do not have the right to question. Did I say it clearly enough. You are an assistant. You follow the teacher’s lead. How dare you assume you have the right to question his or her authority.
Author comment by Richard Finegan · June 15, 2011 at 2:37 am
Jeannie, Jeannie, Jeannie:
I do not work for any teacher. I work for the same school district they do. My obligation is not to keep the teacher happy. My obligation is to serve the kids just like their’s is. If you want a personal assistant, get over it. That’s not our job.
Richard Finegan, Juris Doctor, Paraeducator
Admin comment by readers1 · June 15, 2011 at 2:52 am
Jeannie:
Well, I’m a teacher, so I guess I will dare to venture a few thoughts here:
1) In most districts nowadays, paraprofessionals have instructional duties. They teach kids. This is why you see them leading small groups, tutoring, and performing other instructional tasks.
2) The classroom teacher is neither the superior nor supervisor of the classroom aide. It is the administrator of the school who determines the aide’s duties, conducts performance reviews, etc.
3) I would hope that a classroom aide or other parapro would question a teacher’s authority under some circumstances. I’ve seen aides question a gen. ed teacher’s directive to give kids answers on benchmark exams, call out a teacher for providing incorrect information to students (my absolute favorite? “Captain Cook was looking for the Northwest Passage, but he couldn’t find it, so that’s why he built the Panama Canal”) and refuse to impose behavioral consequences that made no sense. Teachers are neither infallible nor dictators. Paraprofessionals are neither servants nor slaves. They are our partners.
4) It is the height of arrogance to make stupid and demeaning pronouncements about paraprofessionals on a blog that promotes rigorous instruction and high standards, particularly when said comments contain the words “how dare you”. One might assume that rather than lifting colleagues up, the speaker spreads misery and discord.
5) If you had bothered to learn anything about the author of the article, you’d have realized that he is a journalist and attorney who chose to retire from both to work with kids with autism and other learning challenges. He chose NOT to get his credential when he was a mere credit away, because he preferred the joys of working with individual students rather than a whole class. No need to apologize; Richard doesn’t sweat the small people.
Sara Finegan, M.Ed.