Effective Relationship Building - Special Educators and Paraprofessionals

Effective Relationship Building - Special Educators and Paraprofessionals 

The task of educating students with disabilities and maintaining safe and effective schools is increasingly being carried out by teams of special education practitioners. In addition to full-time teachers, many schools employ paraprofessionals who play a vital role in the development and education of students with special needs. Professional, collaborative, and respectful relationships among special education teachers and paraprofessionals is a necessary ingredient for effective teaching and learning. This course will provide you with an understanding of positive relationship building with paraprofessionals and its impact on improving outcomes for students. This course is for special education teachers working in the K-12 setting.

$19.95

Hours: 1.25
REL-IDD-0-SPED4

Certificates

Certificates provided by accrediting body (0 Match)

Course Details

Course Code: REL-IDD-0-SPED4
Hours: 1.25
Type: Online Course
Content Expiration Date: 3/31/2023
Learning Objectives:
Define the specific roles of Special Education Teachers and Paraprofessionals.
Apply collaborative strategies to build an effective teacher-paraprofessional team.
Describe techniques for providing training and support to paraprofessionals, including acting as a mentor to your paraprofessional.

Outline:
Section 1: Introduction
A. About This Course
B. Learning Objectives
Section 2: Roles of Special Educators and Paraprofessionals
A. Ms. Garcia’s Paraprofessional Dilemma
B. What is a Paraprofessional?
C. Teachers and Paraprofessionals
D. Role of the Special Educator
E. Role of the Paraprofessional
F. Establishing Responsibilities
G. Review: Who’s Role is it?
H. Summary
Section 3: Building the Teacher-Paraprofessional Team
A. The Elevator Test: What Type Are You?
B. Establishing Relationships
C. Characteristics of Successful Teacher-Paraprofessional Teams
D. Maintaining a Teacher-Paraprofessional Team
E. Communication
F. Sharing Feedback
G. Getting Connected to the School
H. Teacher Engagement
I. Review
J. Summary
Section 4: Training Paraprofessionals
A. Teaching Mr. Zamora
B. Empowerment through Professional Development
C. Teachers as Mentors
D. Paraprofessional Training
E. Outcomes from Effective Paraprofessional Training
F. Mr. Zamora’s Lesson
G. Addressing Problems
H. Review
I. Summary
Section 5: Conclusion
A. Summary
B. Course Contributors
C. Resources
D. References
E. Congratulations!
F. Exam

Staff Writer: Nellie Galindo, MSW, MSPH
Nellie Galindo received her Masters of Social Work and Masters of Science in Public Health from the University of North Carolina at Chapel Hill. She has worked with individuals with disabilities in several different settings, including working as a direct service provider for individuals with mental illness and leading a youth program for young adults with disabilities. She has facilitated and created trainings for individuals with intellectual and developmental disabilities in the areas of self-advocacy, healthy relationships, sexual health education, and violence and abuse prevention. Mrs. Galindo has worked in state government assisting individuals with disabilities obtain accessible health information in their communities, as well as utilizing the Americans with Disabilities Act to ensure equal access to healthcare services. Disclosure: Nellie Galindo, MSW, MSPH has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Stephanie Twitty Carmon
Stephanie Twitty Carmon has over twenty-five years of experience as a Special Education Teacher, School Administrator, and District-Level Support Leader for Teacher Effectiveness. She is currently a Public Health Analyst at the Centers for Disease Control (CDC) with the research team of RTI International on the Study to Explore Early Development (SEED). It is the largest study in the United States to help identify factors that may put children at risk for Autism Spectrum Disorders and other developmental disabilities. Disclosure: Stephanie Twitty Carmon has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.