Transcript Slide 1

Individual Learning
Differences
Special Education Paraeducator
Credential of Competency
Standard # 3
Local Policy
Your local district’s policies
regarding Paraeducator job
descriptions, duties, and
responsibilities prove the final
word!
Agenda
Identify the Learner Outcomes and
purpose of training
Define our own Culture and beliefs
Describe basic cultural factors
influencing families that may assist or
impede active involvement
Agenda
Explore Individual Learning
Differences
Discuss Communication Styles
Recognize Indicators of Abuse or
Neglect
Learner Outcomes
Participants will be able to:
define your own culture and beliefs.
discuss culture appreciation.
examine how values and beliefs
influence interactions with others.
discuss communication styles and
their effect on working with others.
Learner Outcomes
Participants will be able to:
describe basic cultural factors
influencing families that may assist or
impede active involvement.
describe indicators of abuse or
neglect.
recognize indicators of abuse and
neglect.
Class Background
Inventory Activity
Cross-Cultural
Competence
Culture and Beliefs
Cross-Cultural Competence
The ability to feel and act in a
respectful, comfortable way with
others who come from different
backgrounds; be it different social
backgrounds, linguistic backgrounds,
or cultural backgrounds.
Culture and Beliefs
Cross-Cultural Competence
It is on-going because culture is
dynamic, we meet different people
everyday.
The process of cross-cultural
competence is a life-long voyage.
Culture and Beliefs
Culture
A way of perceiving, believing,
evaluating, and behaving
A framework that guides life’s
practices
A learned, shared, and always
changing
Culture and Beliefs
Culture
A way of life of a group of people
A shared world view including:
– values and beliefs
– roles and responsibilities
– standard of behavior
– preferences
Culture and Beliefs
Culture
Unique characteristics
Specialized needs
Implications for
– academic
– social
– emotional
Culture and Beliefs
Interaction of Multiple Cultures
Culture of the Family
Culture of the Program or School
System
Culture of the Disability
Culture and Beliefs
Parents’ Perspective
Respect Family Cultures
Learn from diversity
Parents/siblings educate classmates
Individual Learning
Differences
Individual Learning Differences
Stereotypes
Oversimplified perceptions, opinions,
or beliefs regarding a person or group
Belief that all people from a particular
group are the same
Individual Learning Differences
Stereotypes Activity
What stereotypes do we have about
children and adults who are blind or
visually impaired?
What stereotypes do we have about
children and adults with disabilities?
How do these stereotypes influence our
expectations and instruction?
Individual Learning Differences
Teaching to all
Learning styles
Motivational styles
Strengths and challenges of each
student
Individual Learning Differences
Teaching to all
Develop relationships with families
Knowledge of individual students
Understanding of various disabilities
Individual Learning Differences
Teaching to all
Intellectual
Physical
Sensory
Communication/emotional
Individual Learning Differences
Parent’s Perspective
Please remember to keep the “I” for
“Individual” in IEP
Children are like snowflakes
Each child learns differently
Each learning disability affects each child
differently
Communication Styles
Communication Styles
Nonverbal Communication
Silence
Proximity
Touching
Eye contact
Emotional expressiveness
Gestures
Communication Styles
On the handout, mark the
“Communication Hooks” that bother
you.
Why are they bothersome?
How do you respond when you
encounter them?
Communication Styles
Parent’s Perspective
 Multiple message meanings:
When “No” means something else
Child Abuse and Neglect
WHAT SHOULD YOU
DO???
Child Abuse and Neglect
Forms of Child Abuse
Physical neglect
Physical abuse
Mental abuse
Sexual abuse or exploitation
Physical Neglect
Physical Characteristics
 Hungry or always
tired.
 Frequent absences.
 Poor hygiene.
 Clothing is
inappropriate for
weather conditions.
Behavioral Characteristics
 Lying or Stealing.
 Unresponsive.
 Doesn’t relate well to
others.
 Alcohol or other drug
abuse.
Physical Abuse
Physical Indicators
 History of injuries
 Head trauma,
fractures,
abdominal trauma,
burns
 Abnormal bruising
Behavioral Indicators
 Self destructive
 Withdrawn and/or
aggressive
 Wears clothing
inappropriate to
weather
 Wary of adult contact
Mental Abuse
Physical Indicators Behavioral Indicators
 Child may seem
afraid of parents.
 Parents may blame
child for all
wrongdoing.
 Parents may give
contradictory or
evasive information.
 Child’s boundaries
are violated.
 Extremes in behavior
 May be inappropriately
adult or infantile
 Child may display
antisocial or neurotic
traits
Sexual Abuse or Exploitation
Physical Indicators Behavioral Indicators
 Difficulty walking or
sitting
 Precocious sexual
knowledge
 Bruises or bleeding in  Verbal disclosure
genital area
 Inappropriate sexual
behavior
 Torn, stained, or
bloody underclothing  Extra layers of clothing
 Venereal disease
ChildLine Number –
Where abuse is
reported
Wrap Up
Participants will:
Define own culture and beliefs
Discuss culture appreciation
Examine how values and beliefs
influence interactions with others
Discuss communication styles and
their effect on working with others
Wrap Up
Participants will:
Describe basic cultural factors
influencing families that may assist or
impede active involvement
Describe indicators of abuse or
neglect.
Recognize indicators of abuse and
neglect
Wrap Up
Participants will:
Complete the Paraeducator
Development Plan
Complete Session Evaluation