By Sara Finegan

Before I talk about how to locate and create materials to facilitate inclusion in general education, it’s important to understand why we are doing it and what inclusion should look like.

Placing a child with learning disabilities or cognitive impairment into a general education class has two purposes: First, it promotes socialization and the skills necessary for any person to participate with his or her community in the daily activities of learning and working. Second, it allows that child to access grade-level standards with his or her general ed peers.

In any special day class, kids should also be accessing grade-level standards.  The difference is that in a general ed class, your students with IEPs will be working in a different kind of environment.   In many but not all cases the instruction and assignments are more in-depth and high-level.  (If you run a demanding special day classroom like mine, however, the work may actually be at the same level or even slightly higher.   In such a case, the difference will be in class size and pace, not work level.)

Until recently, most school districts had special education services and classrooms at a variety of levels.  In my district we had,  just a few years ago:  ILS (independent living skills) classrooms for kids with profound disabilities; PACE (adaptive curriculum) classrooms for kids with mild mental retardation and moderate-functioning autism; ED classrooms for students with mental illness and behavior issues; and yet another classroom for kids with mild-moderate learning disabilities.  We also had a Resource program for kids with IEPs who could still participate in the general education classroom; they were pulled out in small groups for guided instruction in targeted areas, but most of their time was spent with the general ed teacher.

Unless a parent demanded it, kids who had cognitive impairments or who were more than one or two grade levels below their peers were not part of the general education classroom, on the theory that they needed a smaller, more structured environment in which to learn.  As long as the instruction provided in those separate classrooms was rigorous, there weren’t many drawbacks to sheltering kids from the larger classrooms and there were many pluses.

Nowadays, in many districts, kids at all cognitive and learning levels are increasingly being placed in general education classrooms, with varying levels of support. Thus, in a general education classroom, you may have 26 gen ed students, some of whom are below grade level and some of whom are far above, and 10 students with IEPs, with any of a wide range of disabilities: ADHD and focus difficulties; mental retardation; autism; receptive/expressive language impairments; visual and working memory deficits; visual processing impairments; auditory processing difficulties.  Most of these kids will not be able to read at grade level and have problems with writing and math as well.

Without structure and support, many of these students will struggle with sensory input.   For them, the noise level and activity associated with large-group settings will be profoundly difficult to handle.

Frustration with the materials and the work may lead some kids to shut down or act out and disrupt the classroom. Kids who don’t process what you are saying very quickly may miss entire chunks of instruction and directions and thus have no idea what to do when independent work time rolls around.

Our job as special educators is to provide the structure, support, and differentiated learning activities that will reduce those struggles in the general ed classroom.  It’s a complex process and one that requires a lot of thought and ongoing monitoring in order to be successful.  If we don’t plan purposefully, or if we don’t supervise the support provided by our aides when we aren’t able to be present, there’s a danger that our students will be relegated to the corner of the classroom with work that is too easy or without meaning.

Here’s what inclusion is:

It is the provision of differentiated instruction and learning activities that accommodate a child’s special learning needs within the general education classroom. The learning and the work are purposeful, meaningful, and serve to teach the child new information and skills.

Here’s what inclusion is not:

It is not separate activities for students with special needs; sponge work and other busywork that serve only to keep a child occupied instead of accessing the curriculum directly; minimal standards and expectations with high praise for accomplishing the mundane. In short, it is not babysitting.

There is babysitting in the general education classroom, and then there’s inclusion.

• Babysitting is having a child play with blocks while everyone else working on place value and numbers to a billion.
• Babysitting is having a child spend an hour coloring pictures of the a tipi while everyone else is learning about the Native American houses.
• Babysitting is writing vocabulary words on a piece of paper and having the child go over them with highlighter every day while the other students are writing paragraphs about the water cycle.
• Babysitting is having a student draw a picture of a snowman while the teacher does a mini-lesson about weather.
• Babysitting is placing a child at a listening center to listen to nursery rhyme songs while the rest of the class is learning about the genre of fairytales.

True inclusion would look like this:

• During math, while others are working on the standard and word forms of numbers to a billion, other kids are working on numbers to a hundred or a thousand. Still others may be using manipulatives to represent numbers in the tens and hundreds. When they’re done, perhaps they are playing a math vocabulary game where they have to read a number word and match it to a digit.
• After reading an easy book or chart about Native American housing, some kids are using sorting cards to match the names of the houses to the pictures. Others might be making a booklet about the different kinds of houses using pictures they’ve drawn or cut-outs the teacher provides. Still others might be pasting small pictures of the types of houses on a map showing the different regions of North America. (For example, a hogan goes in the desert Southwest, whereas a chickee goes in the Southeast.)
• While some kids are drawing the water cycle on poster board, some kids are using a word bank and labeling the different segments of the cycle on a worksheet. Others might be listening to an aide or peer read a story about a rain drop.
• After listening to a mini-lesson about types of weather, some kids are either playing a Memory game with sorting cards (matching photos of weather to the names) or are writing sentences about each of the new vocabulary words. (Ex: A blizzard is a big snow storm. A hurricane has lots of wind and rain.)
• During a unit on the fairy tale genre, some kids are listening to Hans Christian Andersen stories on tape, and others are reading books. Some kids are writing reports on fairy tales, and others are identifying the different elements of a fairy tale in stories they’ve read, using a chart prepared by the teacher. Still others might be looking at a laminated illustration from a well-known fairy tale with an aide, who is asking them to point to various items in the picture.

Inclusion is not about keeping the kids busy and quiet. It’s about giving them opportunities to use the vocabulary and practice new skills related to whatever you are teaching.

It’s not about enabling them to continue to operate with limited skill sets; it’s about guiding them forward, onward, and upward within the context of their current levels.

It’s not about having higher-level students help them; it’s about letting them experience the curriculum with higher level students.

It’s a new responsibility for many general ed teachers, and a terrifying thing for us special ed teachers, whose natural instinct is often to keep our students sheltered from the large-group learning environment, where they may get lost or overwhelmed.

The key is careful and purposeful planning, with constant monitoring and ongoing assessment to determine next steps. Much of this is done by special educators, in addition to the work we are already doing.

accessing grade-level · accommodations · classroom aides · cognitive impairments · differentiated instruction · differentiated learning · frustration · general education · learning disabilities · Paraeducators · resource · rigorous instruction · socialization · sorting cards · special day class · special education · student monitoring · supports

         (Following is cross-posted on our sister blog, Readers With Autism.  If you haven’t  already done so, please take a look.  There are other posts of mine there on paraeducators, plus a variety of  articles by Sara on teaching reading to students with autism or hyperlexia who struggle with reading comprehension.)

By Richard Finegan

         You may call me a paraeducator, a paraprofessional, a one-on-one aide, a classroom assistant, a special education technician, even a teacher’s aide (though I am there for the student, not the teacher) but please don’t call me a shadow or describe what I do as shadowing.

         The term shadow suggests that the aide never leaves the side of the child. That describes a bodyguard, not a paraeducator. I would not be doing my job if I hovered as close to my student as Malia Obama’s Secret Service agent.

         True, I am what used to be called (and I still call) a one-on-one aide, and I do move from classroom to classroom with the same child. But my job is to help that student become more independent, more self-regulated and self-sufficient. I’ve never heard anyone explain how this can happen if I am constantly elbow-to-elbow with my kid.

         A better analogy to what we do might be a sheepdog: Constantly alert and watching his or her charges but only moving in and out again as circumstances require. Yes, this analogy works better; shepherding is an improvement over shadowing. Even so, I don’t think I’m quite ready to be called a sheepdog either. Smile.

         This is more than just a semantic issue. When others refer to me as a shadow or to what I do as shadowing, they consciously or unconsciously suggest that I should be sticking like glue to my student and that I am perhaps not doing my job properly if I am halfway across the classroom taking notes or, more often, walking around interacting with other students.

          Worse even is what it suggests to new paraeducators trying to learn to do what we do. What they should be hearing is: Get up. Step back. Give your student some room to grow!

demanding classroom · independence · Paraeducators · paraprofessionals · role · shadow · shadowing

By Richard Finegan

         What are the qualifications of a good special education paraeducator, especially one working with children on the autism spectrum?

         Abby Twyman has a masters in education and publishes a blog called Autism Community.  She wrote a few months ago about her experiences in hiring a new paraeducator for her classroom:

http://www.autism-community.com/paraeducator-qualifications/

         Here’s Abby’s bottom line:  education, experience, motivation, and creativity are good qualities in a para, but are not sufficient…

…the person also must have HIGH expectations of children with autism no matter how impacted they seem to be, they must be SELF-ASSURED and assert themselves with the child in a kind and caring way, they must be overly ORGANIZED and have a plan before working with a child, and they must know how to ADJUST to the ever-changing demands of children with autism and public school.

         I could not agree more.  You should expect  the child to achieve just as much (if not more) as the child beside him who does not have autism .  You must be self assured in dealing with the child (who will quickly recognize any uncertainty or inconsistency).  You must also be self assured in dealing with other adults in the classroom, including the teacher(s).  You should be organized and help the child to become organized.  And you should be able to adjust, on the fly, in the heat of battle as it were, because the world of a child with autism is dynamic and ever-changing.

autism · autism spectrum · classroom aides · general education · Inclusion · one-on-one · paraeducator · Paraeducators · paraprofessionals · qualifications · Richard Finegan · role · special education

By Richard Finegan

         I am a para-educator; specifically, a Spec Ed Tech; a special education classroom aide whose job exists only because of a legal document (the Individualized Education Plan or IEP) that says one or more special education students in the classes to which I am assigned need additional classroom support. 

         That is, they need more help than can be provided by the classroom teacher alone.

         In my particular case, I “shadow” one student to all his classes.  He’s in general education 100% of the time, because his difficulties are not academic.

         We used to be called one-on-one aides but our school district, in its infinite wisdom, declared “There are no more one-on-one aides!”  This was loudly announced in a large public meeting of para-educators I attended two years ago, even while I was assigned full time to one student, which continued until the end of that year. 

          For most of last year, I was again assigned full time to one student.  So far this year I have been assigned full time to one student.  And the person who loudly declared in a public meeting of para-educators that “There are no more one-on-one aides!” is still working as some mid-level administrator for the same school district. 

         Go figure.  She doesn’t even know what the hell is going on in the classrooms of the schools she administers. But she knows the party line!  Bet she’s a Republican. (Did I just say that?  Sorry.)

So anyway, where was I.  Oh, yes…

         I don’t really care what they call me.  Or whether the principal of the school I’m assigned to even recognizes me as a member of his or her staff.  (I’m convinced more than one thought I was a substitute teacher which is why they kept seeing me on campus.)

         Now in my seventh year, at my fifth school and almost all in general ed classes, I pretty much operate under the radar, usually reporting infrequently to one vice principal (we have three in our high schools) and otherwise being left to fend for myself.

         I learned early that the very last person from whom to seek advice about what your role is as a para-educator in the general education classroom is the general education teacher.  They will frequently think:

• You’re there to make their copies.
• You’re there to accompany kids to the office when they give them a referral for some misbehavior.
• You’re there to take attendance.
• You’re there to post grades.
• You’re there to keep the “special ed kids” quiet so they can teach the other students.

         While this is not a universal attitude by far, it is certainly common.  Here’s my advice if you are new to this and don’t exactly know what you should be doing: 

1)  Never forget that you only have a job because a certain kid (or kids) in that classroom have IEPs.  Get copies of the IEPs  to learn precisely what additional supports which children need.  If they aren’t routinely provided to you, insist on them.  You cannot do your job if you don’t know what particular support you are supposed to provide to each child.

2)  Once you have identified those kids with IEPs and what they need, then you proceed to help any kid in that class who needs help.  You do not unnecessarily segregate your kids from the rest of the class and single them out (unnecessarily) from everyone else.  Ideally, the kids without IEPs should not know who you are there to help, or perhaps even why you are there at all.

3)  Remember that you are not the teacher’s personal assistant.  Sometimes easier said than done, but if a general ed teacher is treating you like a “girl Friday,” then you should contact your supervisor and express your concerns, always in terms of what you are not able to do for your kids because of what you are being asked to do for the teacher.

         We may not be certificated, but we are professionals with a legal role to play (much like the speech pathologist or the occupational therapist) determined by the students’ IEPs. 

         We deserve to be treated as co-workers in the classroom, not as go-fers.

classroom aides · general education · IEPs · Inclusion · one-on-one · paraeducator · Paraeducators · paraprofessionals · role · special education