Transcript Individual Learning Differences

Individual
Learning
Differences
Special Education Paraeducator
Credential of Competency
Standard # 3
Pennsylvania Training and Technical Assistance
Network (PaTTAN)
February 12, 2008
Local Policy
Your local district’s policies regarding Para
educator job descriptions, duties, and
responsibilities prove the final word!
Agenda
Learner Outcomes and Purpose of
Training
Define 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:
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
Learner Outcomes
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
Culture and Beliefs
Class Background
Inventory Activity
Culture and Beliefs
Towards 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:
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
Is learned, shared, and is
always changing
Culture and Beliefs
CULTURE
Way of life of a group of
people
A shared world view
– Values and beliefs
– Roles and responsibilities
– Standard of behavior
– Preferences
Culture and Beliefs
CULTURE
Unique characteristics
Specialized needs
Implications for
– academic
– social
– emotional
Interaction of Multiple
Cultures
Culture and Beliefs
Culture of the Family
Culture of the Program or
School System
Culture of the Disability
Parents’ Perspective
Respect Family Cultures
Learn from diversity
Parents/siblings educate classmates
Individual Learning Differences
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
Develop relationships with
families
Knowledge of individual
students
Understanding of various
disabilities
Individual Learning Differences
Intellectual
Physical
Sensory
Communication/emotional
PARENTS’ 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
Communication Styles
Nonverbal Communication
Silence
Proximity
Touching
Eye contact
Emotional expressiveness
Gestures
Communication Styles
Communication Styles
On the handout mark the
“Communication Hooks” that
bother you
Why are they bothersome?
How do you respond when you
encounter them?
PARENTS’ PERSPECTIVE
ALTERNATIVE
COMMUNICATION STYLES
–
When “No” means something else
Child Abuse and
Neglect
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
Indicators of Abuse and Neglect
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.
Indicators of Abuse and Neglect
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
Indicators of Abuse and Neglect
Mental Abuse
Physical Indicators
Behavioral Indicators
 Child may seem afraid
 Extremes in behavior
of his/her parents.
 Parents may blame child  May be inappropriately
for all wrongdoing.
adult or infantile
 Parents may give
contradictory or evasive  Child may display
information.
antisocial or neurotic
 Child’s boundaries are
traits
violated.
Indicators of Abuse or Neglect
Sexual Abuse or Exploitation
Physical Indicators
 Has difficulty walking
or sitting.
 Bruises or bleeding in
genital area.
 Torn, stained or bloody
underclothing.
 Venereal disease.
Behavioral Indicators
 Precocious sexual
knowledge.
 Verbal disclosure.
 Inappropriate sexual
behavior.
 Extra layers of clothing.
Indicators of Abuse and Neglect
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
Complete the Paraeducator
Development Plan
Complete Session Evaluation
Upcoming Paraeducator
Trainings
Videoconferences for 2007-2008
March 18, 2007 “Instructional Strategies”
Standard #4
April 22, 2007 “Learning Environments
and Social Interactions” Standard #5
Videoconferences are presented at sites
across PA and are scheduled from 4:15
to 6:15.
Bureau of Special Education
Pennsylvania Training and Technical Assistance Network
Edward G. Rendell
Governor
Gerald L. Zahorchak, D.Ed.
Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Contact Information: Name of Consultant, Email address
www.pattan.net