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Training of Special Education Parapr...

Garcia, Cindy Denise,

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Training of Special Education Paraprofessionals: Foundational Knowledge of Terminology, Academic Supports, and Behavior Management Skills /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Training of Special Education Paraprofessionals: Foundational Knowledge of Terminology, Academic Supports, and Behavior Management Skills // Cindy Denise Garcia.
Author:	Garcia, Cindy Denise,
Description:	1 electronic resource (88 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-01.
Contained By:	Masters Abstracts International86-01.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31241268
ISBN:	9798383191071

Training of Special Education Paraprofessionals: Foundational Knowledge of Terminology, Academic Supports, and Behavior Management Skills /
Garcia, Cindy Denise,

Training of Special Education Paraprofessionals: Foundational Knowledge of Terminology, Academic Supports, and Behavior Management Skills /Cindy Denise Garcia. - 1 electronic resource (88 pages)

Source: Masters Abstracts International, Volume: 86-01.

The project focuses on the escalating rise of special education paraprofessional employment rates that have substantially outnumbered their educator counterparts within school districts. A deriving concern from this exponential increase is the high numbers of undertrained paraprofessionals. The culprit for this dilemma is in part due to time constraints with assigned educators as well as incompatible schedule conflicts for potential school district training. Despite the definitive roles and responsibilities of paraprofessionals being outlined within state law employment guidelines for school districts to adhere, there appears to be no distinctive universal approach to provide foundational training to newly hired and currently employed paraprofessionals. The objective of this project was to construct an introductory training package that would be versatile in application (i.e., academic, age appropriateness, grade level), and time efficiency. A professional development package consisting of three workshops and extended contextualized activities was developed. The primary workshop consisted of two subtopics: terminology (i.e., high incidence disability, emotional behavioral disorder, specific learning disorder, evidence-based practices) and behavior specific praise. Subsequent workshops two and three revolved around academics (i.e., reading, writing, and math) and identified predominant topics of difficulty within each category. All topics were accompanied by an evidence-based strategy meant to resolve students' difficulties and to equip paraprofessionals with tools for effective instruction.

English

ISBN: 9798383191071Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

School district training

Training of Special Education Paraprofessionals: Foundational Knowledge of Terminology, Academic Supports, and Behavior Management Skills /
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520 $a The project focuses on the escalating rise of special education paraprofessional employment rates that have substantially outnumbered their educator counterparts within school districts. A deriving concern from this exponential increase is the high numbers of undertrained paraprofessionals. The culprit for this dilemma is in part due to time constraints with assigned educators as well as incompatible schedule conflicts for potential school district training. Despite the definitive roles and responsibilities of paraprofessionals being outlined within state law employment guidelines for school districts to adhere, there appears to be no distinctive universal approach to provide foundational training to newly hired and currently employed paraprofessionals. The objective of this project was to construct an introductory training package that would be versatile in application (i.e., academic, age appropriateness, grade level), and time efficiency. A professional development package consisting of three workshops and extended contextualized activities was developed. The primary workshop consisted of two subtopics: terminology (i.e., high incidence disability, emotional behavioral disorder, specific learning disorder, evidence-based practices) and behavior specific praise. Subsequent workshops two and three revolved around academics (i.e., reading, writing, and math) and identified predominant topics of difficulty within each category. All topics were accompanied by an evidence-based strategy meant to resolve students' difficulties and to equip paraprofessionals with tools for effective instruction.
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650 4 $a Special education. $3 516693
650 4 $a Curriculum development. $3 684418
650 4 $a Educational administration. $3 2122799
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653 $a Professional development
653 $a Specific learning disorder
653 $a Academic supports
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690 $a 0201
690 $a 0514
690 $a 0727
710 2 $a California State University, Los Angeles. $b Special Education and Counseling. $e degree granting institution. $3 3819795
720 1 $a Osipova, Anna $e degree supervisor.
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