The Paraprofessional's Guide to the Inclusive Classroom

Working as a Team, Third Edition
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The Paraprofessional's Guide to the Inclusive Classroom
Mary Doyle, Ph.D.
Special Education
Improve paraprofessionals work and relations with teachers in inclusive classrooms with the third edition to the bestselling collaborative workbook for paraprofessionals and educators
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STOCK NUMBER ISBN
69247 978-1-55766-924-7
COPYRIGHT PAGES
2008 192
AVAILABILITY
Available Stock

With the rising demand for paraprofessional training and the requirements for highly qualified personnel in every classroom, it's the perfect time for a fully revised third edition of this popular, activity-packed workbook. Carefully updated throughout with timely, engaging new material, this interactive guide helps teachers and paraprofessionals work together to create the most effective inclusive classrooms. Collaborating on creative and enlightening activities, teachers and paraprofessionals will learn how to

  • work more effectively with students who have a variety of disabilities, including autism
  • clarify their roles and responsibilities
  • provide individualized curricular and instructional support for each student
  • improve communication among members of the educational team
  • use positive behavioral support to successfully address behavior challenges

A must-have new edition of a book that's sold more than 10,000 copies since 1997, this research-based and user-friendly workbook will help paraprofessionals and teachers work toward their common goal: creating classroom and school communities that welcome and support all students.

What's New

  • approximately 20 new photocopiable forms and exercises
  • the very latest on education legislation and requirements
  • stronger emphasis on middle and secondary school
  • guidelines in every chapter that help paraprofessionals self-advocate
  • new chapter on team communication and confidentiality
About the Author
How to Use This Book
What’s New in This Edition?
Acknowledgments

  1. The Paraprofessional: Changing Roles and Responsibilities

    Where Do Teams Begin?
    What Is Inclusion?
    Who Are Paraprofessionals?
    What Are the Paraprofessional’s Responsibilities in an Inclusion-Oriented Classroom?
    What Training and Support Do Paraprofessionals Require?
    Activity 1: Basic Role Differentiation
    Activity 2: Activity Debriefing
    Activity 3: Role Clarification with a Twist
    Application and Review of the Law

  2. The Inclusive Classroom: Being a Member of the Team

    Activity 4:What Is a Team?
    Who Am I Working With?
    Who Is Responsible for What?
    What Is My Daily Schedule?
    Activity 5 and 6: Developing the Paraprofessional’s Daily Schedule
    Up-Front Issues to Reach Consensus On
    Effects of Paraprofessional Proximity
    Self-Advocates’ Perspectives on Paraprofessional Proximity
    Team Member Communication

  3. Supporting Individual Students

    How Do We Include Families in Educational Planning?
    Who Is the Student?
    Why Is Classroom Participation Important?
    What Is an Individualized Education Program?
    How Does the Paraprofessional Use an Individualized Education Program?
    Why Are Student Schedules Important?
    Activity 7:Who Is Peter?

  4. Providing Curricular and Individualized Instructional Support

    What Are Our Team’s Expectations for Students?
    What Are Our Team’s Role Expectations?
    Characteristics of Effective Paraprofessional Support
    What Are Multilevel Curriculum and Instruction and Curriculum Overlapping?
    What Are Learning Outcomes and General Supports?
    Activity 8: Categorizing Goals and Objectives
    How Do We Organize Curriculum Priorities Through Deliberate Communication?
    How Do We Arrange the Classroom Routine to Support Diverse Learners?
    How Does Unit Planning Support Diverse Learners?
    What Is Preteaching?
    What Are the Common Components of Daily Routines?
    What Is Partial Participation?
    How Are Instructional Prompts Provided?
    How Are Curricular Adaptations Used?
    What Is Delayed Responding?
    How Can Note-Taking Strategies Support a Variety of Students?
    Putting It All Together

  5. Encouraging Positive Behaviors

    What Are the Five Tenets of Positive Behavioral Support?
    Activity 9: Positive Statements About Kids
    Activity 10: Creating a Positive Atmosphere
    What Are the Five Purposes of Behaviors?
    Activity 11: Attention Seeking
    How Should We Address Challenging Behaviors?
    How Do We Design a Positive Behavior Support Plan?
    How Do We Implement a Positive Behavior Support Plan?

  6. Maintaining Confidentiality

    Specialized Instruction
    Remembering the Goals of Many Students
    Maintaining Confidentiality
    Activity 12: A Situation You Know About

References
Resources
Appendix A Activities
Appendix B Para Forms
Index

Reviews

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Reviews

June Downing, consultant and author, Including Students with Severe and Multiple Disabilities in Typical Classrooms, Third Edition - January 30, 2008
"Offers tons of practical ideas and suggestions that reflect recommended practices . . . any paraprofessional would find this a terrific resource and greatly needed aid."
Nancy French, Research Professor (retired), University of Colorado at Denver; Founder and Former Executive Director of The PAR2A Center, Denver, CO - January 30, 2008
"Packed with information about inclusion and, more importantly, the work of the teams that make inclusion a reality."

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