The reasons
for having a 1 on 1 paraprofessional with the student are valid, yet the
concerns with a one on one may outweigh the benefits. Be clear what the goals
are for the student, academically, socially, and as a good learner. Define the
role and responsibilities of the para. Looking long term, constantly having an
adult with the student could create co-dependency, is stigmatizing, and may not
be realistic when the ultimate goal is being an independent learner. The
student can be weaned off a para slowly in small steps, to give him confidence
and by building his skill set.
Task analyze
a typical learning situation and target where the student could use direct
instruction on a skill or what support is needed in areas of cognition,
communication, language, social, fine
motor, etc. Consider that the student
may have some learned helplessness or not know what to do. Teach him to look
around and see what everyone else is doing or raise his hand to ask for
clarification. When assessing his skills at performing each step, note the
latency (how long it takes to get started), duration (how long it takes to
complete a step). Note any difficulties he may have with finding his place,
writing, cutting, finding the glue, etc.
The paraeducator can act as a classroom assistant with full awareness of
when the student will need support. Scaffolding is providing just enough
support necessary for the student to be successful. She may also be weaning
herself off his emotional and social need to have attention and help.
Currently the
paraeducator sits right next to the student most of the time. Decrease
proximity by standing behind him. If he protests, act as if there is a job that
needs to be done (correcting papers or preparing for the next lesson). Increase
distance when the student can perform parts of the tasks independently. The
paraeducator knows him well enough to notice times he can be independent and
when she needs to intervene. He is not fond of "sharing her", that
is, when she helps other students. The teachers and the paraeducator need to sit
down with the student and explain to him why she is no longer Velcro-attached
to him. She can say, "My job is to help students learn. Your job is to
follow Mrs. General Education Teacher’s directions and do the best you
can." They can have a signal, a
gesture between them to indicate an urgent need for help. Provide positive
feedback and praise as the time away from him increases and when he is more
independent in doing his work. You can start with easy tasks. As he notices how
successful he can be, it should raise his self-confidence and self-esteem.
