Each reauthorization of IDEA underscores the emphasis for educating all learners in general education settings. The role of paraprofessionals in schools has evolved from clerical duties and monitoring to instructional tasks. Paraprofessionals working with students who are in other settings in the continuum of services are also essential staff in insuring implementation of IEPs and maintaining compliance.

IDEA endorses personnel development and training for paraprofessionals as changes in roles and duties continue to progress.

Learning Points is a ten-hour course, designed for 12-18 paraeducators. Each session consists of a professional topic presentation, discussion, material design and construction, and oportunities for brainstorming, problem solving, and questions and answers.

Participants also receive a notebook with lecture notes, handouts, and a packet of materials which may be duplicated for student use.

Topics include:

· Overview of disabilities addressed in IDEA
· IDEA and other regulatory issues
· Learning and information processing styles
· Instructional environments
· Understanding team planning for education and therapy
· Classroom instruction
· Organizational skills
· Modification strategies
· Classroom test-taking and other assessments
· Skill and behavior reinforcement
· Improving communication skills
· Promoting student independence
· Conflict management
· Confidentiality
· Data management and record keeping
· Contributing to a collaborative climate

Program Goals:

1. Participants will identify developmental, cognitive, and behavioral effects of disabilities categorized under IDEA.
2. Participants will identify responsibilities in inclusionary, mainstream, and self-contained settings.
3. Participants will identify elements of educational support they provide in the areas of organization, academic and instructional modifications, promoting communication and social skills, and fostering appropriate behavior.
4. Participants will identify reasons for understanding students and their disabilities, special education regulations, maintaining relationships of respect and trust with teachers and others on the education team, and the role of paraeducator support.