The myth that general ed students suffer because of inclusion is most prevalent here. I try to remind teachers (nicely) that we are here to help and that their class is continuing to learn and adapt to different situations.
Now students can't be excluded, because of the common core work they need in school. The students need to be with the teacher so they can better understand the work that the othere students are doing.
I'm glad now that we cant exclude kids from classroms. Kids need the feel of haveing of being in classrooms with their classmates and doing the class work that their friends are doing.
maybe set up a meeting with said teacher and ask what he/she expects of you as a para? and you can also report what you as the para expect from the teacher. creating a relationship between para and teacher should be important and should be able to work together in the classroom. I have personally asked a teacher, outside of class, if it was ok, if i saw some bad behavior, while she was teaching, if i could say something. i realize that's not special education related but the teacher was more that happy for me to say something because she admitted she cant see everything at all times and teach the lesson.
Which myth do i see the most well it's the first myth about general Education students. Some students think that we give then easier work so they can pass and get good grades, and in reality thats just how their curiculum is. Other students think that they get "the easy" work and it's not fair, or when i have to read out load a test to a student others think we are giving them the answers or help them on there tests. How do i dispel this, I see kids talking and hear them saying these things about the students i help with.
One way to dispel the myth is to say, said student has an IEP, they have their own education plan and may or may not learn at the same rate as other students. Special education students work just as hard if not harder at my school than some of the general education population. Just because something for one person might be "easier" doesn't mean its easy for a Special Education child.
The myth that is most seen at the school i am at is that all students with disabilities must complete each assignment in the same manner as students in the Gen. Ed. classroom. This is obviously a myth because if it wasn't why would there be para's. Some students are fully capable of completing the exact same assignment as the rest of their general education peers and only need slight modifications to their work. example, Student A can complete the same assignment as student b, however student A has ADHD and can only complete the assignment to the best of his/her abilities by leaving the classroom only during test time, for quiet and no distractions. There is no change of test, just how the student takes it. Sometimes the only thing a student needs is a little encouragement to stay on task. In my short time as a first time para, i have come to the conclusion that the general education teachers gladly welcome any help/input from the para in the classroom and are more than willing to work with the para and special education teacher to help each student reach their full potential.
Most teachers I have worked with are very accepting of adaptations and modifications to assignments. If the student didn't need it, he/she most likely wouldn't have an IEP.
I agree, i really honestly haven't seen any of the myths mentioned but when i talked to my special education teacher she mentioned this one, so i really had to look long and hard at my experience as a para thus far and when i was in school. but really most teachers are very accepting of adaptations as long as the student has the means to reach their full potential and capabilities and get a good grade
I totally agree. The student wouldn't need an individualized education plan if they could or should complete every assignment in the same manner as everyone else. The purpose of special education is to give the student equal access, not equal outcome.
Our myths and realities we try to work our kids on trying to adapt test for an ADHD kid on their level where they are at but we do not make it know to all we fix it put there name on it teacher hands it out just like the other test the teachers work very well with us and keep us informed how we can change or make things better to work with
t is important to dispel the myth that paras are "answer givers" because even though assignments are modified the student is still doing the work that is required for his or her learning level. For many special education students that do go on to higher learning, there are no paras in college which is why it is so important to give them the skills to succeed on their own.
The myth that general ed students suffer because of inclusion is most prevalent here. I try to remind teachers (nicely) that we are here to help and that their class is continuing to learn and adapt to different situations.
ReplyDeleteNow students can't be excluded, because of the common core work they need in school. The students need to be with the teacher so they can better understand the work that the othere students are doing.
DeleteI'm glad now that we cant exclude kids from classroms. Kids need the feel of haveing of being in classrooms with their classmates and doing the class work that their friends are doing.
DeleteSitting down with the teacher and kindly telling we are there just to help and be extra help is good so that they understand what are job is.
Deletemaybe set up a meeting with said teacher and ask what he/she expects of you as a para? and you can also report what you as the para expect from the teacher. creating a relationship between para and teacher should be important and should be able to work together in the classroom. I have personally asked a teacher, outside of class, if it was ok, if i saw some bad behavior, while she was teaching, if i could say something. i realize that's not special education related but the teacher was more that happy for me to say something because she admitted she cant see everything at all times and teach the lesson.
DeleteI think sometimes the teacher may just need a sounding board, and it may help to know that we are all in it together.
DeleteOur teachers work well our boss sends out a mass email then they communicate its nice
DeleteWhich myth do i see the most well it's the first myth about general Education students. Some students think that we give then easier work so they can pass and get good grades, and in reality thats just how their curiculum is. Other students think that they get "the easy" work and it's not fair, or when i have to read out load a test to a student others think we are giving them the answers or help them on there tests. How do i dispel this, I see kids talking and hear them saying these things about the students i help with.
ReplyDeleteOne way to dispel the myth is to say, said student has an IEP, they have their own education plan and may or may not learn at the same rate as other students. Special education students work just as hard if not harder at my school than some of the general education population. Just because something for one person might be "easier" doesn't mean its easy for a Special Education child.
DeleteBut the thing is they don't see what we have to do everyday to keep them on task and going they work just as hard or harder with us to get it
DeleteThe myth that is most seen at the school i am at is that all students with disabilities must complete each assignment in the same manner as students in the Gen. Ed. classroom. This is obviously a myth because if it wasn't why would there be para's. Some students are fully capable of completing the exact same assignment as the rest of their general education peers and only need slight modifications to their work. example, Student A can complete the same assignment as student b, however student A has ADHD and can only complete the assignment to the best of his/her abilities by leaving the classroom only during test time, for quiet and no distractions. There is no change of test, just how the student takes it. Sometimes the only thing a student needs is a little encouragement to stay on task. In my short time as a first time para, i have come to the conclusion that the general education teachers gladly welcome any help/input from the para in the classroom and are more than willing to work with the para and special education teacher to help each student reach their full potential.
ReplyDeleteMost teachers I have worked with are very accepting of adaptations and modifications to assignments. If the student didn't need it, he/she most likely wouldn't have an IEP.
DeleteI agree, i really honestly haven't seen any of the myths mentioned but when i talked to my special education teacher she mentioned this one, so i really had to look long and hard at my experience as a para thus far and when i was in school. but really most teachers are very accepting of adaptations as long as the student has the means to reach their full potential and capabilities and get a good grade
DeleteI totally agree. The student wouldn't need an individualized education plan if they could or should complete every assignment in the same manner as everyone else. The purpose of special education is to give the student equal access, not equal outcome.
DeleteOur myths and realities we try to work our kids on trying to adapt test for an ADHD kid on their level where they are at but we do not make it know to all we fix it put there name on it teacher hands it out just like the other test the teachers work very well with us and keep us informed how we can change or make things better to work with
ReplyDeletet is important to dispel the myth that paras are "answer givers" because even though assignments are modified the student is still doing the work that is required for his or her learning level. For many special education students that do go on to higher learning, there are no paras in college which is why it is so important to give them the skills to succeed on their own.
ReplyDelete