✍ Scribed by Deborah S. Page, Diane R. Page
No coin nor oath required. For personal study only.
At least 70 to 90 percent of paraeducators are hired without prior training. And until now, there has been no formal professional development program designed specifically for those filling this essential role. The Paraeducator in the Elementary School Facilitator's Manual more than adequately fills this gap. Twelve training modules, on topics such as classroom management, educational law, instructional strategies, and performance evaluations, are the core of this practical text. Program facilitators will be pleased by the extensive step-by-step support present in this book-from support activities to checklists to evaluation forms.Also available is the paraeducator's workbook, with twelve chapters corresponding to the training modules, and reproducible notebook pages that can be used every day in the classroom.Professional development coordinators and directors of special education services will delight in the extensive special education module.The Special Education module addresses:· What is Special Education?· How is the Special Education paraeducator's role different from the general classroom paraeducator's?· What do Special Education paraeducators need to know to be highly effective?The Special Education module features a Special Education Handbook for paraeducators. Topics include:· Steps to determine SPED eligibility· Steps to an Individualized Education Program - IEP· Accommodations and Modifications· Exceptionalities· Terminology· Explanation of 504 · Initials and Acronyms
📜 SIMILAR VOLUMES
This workbook, to accompany the Facilitator's Manual, is a resource that will be used throughout the year. Its twelve chapters correspond to the twelve training modules in the manual. Contains reproducible notebook pages.
<p><strong>Use the neuroscience of emotional learning to transform your teaching.</strong></p> How can the latest breakthroughs in the neuroscience of emotional learning transform the classroom? How can teachers use the principles and practices of positive psychology to ensure optimal 21st-century l
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008. — 87 p.<div class="bb-sep"></div>Epstein M., Atkins M., Cullinan D., Kutash K., Weaver R.<div class="bb-sep"></div>Designed for elementary school edu